Abstract. This study synthesizes peer-reviewed research on volcanic hazard communication during periods of quiescence, when immediate crisis pressures are absent but opportunities for long-term preparedness are substantial. While much existing work focuses on communication during eruptions or in specific regions, we examine how volcanic hazards are communicated when a volcano is quiet, a time suited for building awareness, understanding, and sustained public engagement. We conducted a systematic review of relevant studies and grouped findings into three categories: formal educational materials, informal education approaches, and informal communication tools. Common themes include clear and accessible language, participatory strategies, and trust built through two-way communication. Few studies evaluate communication effectiveness, highlighting an important gap in the literature. This synthesis clarifies how communication during quiescent periods can support disaster risk reduction and strengthen community preparedness over time.

Background . Wildfire smoke events are increasing in frequency and intensity due to climate change. Children are especially vulnerable to health effects even at moderate smoke levels. However, it is unclear how parents respond to Air Quality Indices (AQIs) frequently used by agencies to communicate air pollution health risks. Methods . In an experiment (3 × 2 × 2 factorial design), 2,100 parents were randomly assigned to view one of twelve adapted AQI infographics that varied by visual (table, line, gauge), index type (AQI [0-500], AQHI [1-11+]), and risk level (moderate, high). Participants were told to imagine encountering the infographic in a short-term exposure scenario. They reported worry about wildfire smoke, intentions to take risk-mitigating actions (e.g., air purifier use), and support for various exposure reduction policies. Subsequently, participants were told to imagine encountering the same infographic daily during a school week in a long-term exposure scenario and again reported worry, action intentions, and policy support. Results . Parents’ responses significantly differentiated between risk levels that both pose a threat to children’s health; worry and action intentions were much higher in the high-risk group than the moderate-risk group in both short-exposure (F = 748.68 p<.001; F = 411.59, p<.001) and long-exposure scenarios (F = 470.51, p<.001; F = 212.01, p<.001). However, in the short-exposure scenario, when shown the AQHI [1-11+] with either the line or gauge visuals, parents’ action intentions were more similar between moderate- and high-risk level groups (3-way interaction, F = 6.03, p = .002). Conclusions . These results suggest some index formats such as the AQHI—rather than the AQI—may better attune parents to moderate levels of wildfire smoke being dangerous to children’s health. Our research offers insights for agencies and officials seeking to improve current public education efforts during wildfire smoke events and speaks to the critical need to educate parents and help them act short-term and long-term to protect children’s health.

This project analyzed the impact of a 2.5-day science training boot camp for political reporters on their use of scientific sources in published reporting. Results showed that immediately following the boot camp, most survey respondents indicated they would try to incorporate more scientific material into future stories. We used both automated text analysis and human-coded analysis to examine if actual changes in reporting behavior occurred. Automated text analysis revealed that while journalists did not use more explanatory language overall in the 6 months following the training, they wrote with greater certainty and less tentativeness in their published articles compared to before the training. The more targeted content analysis of articles revealed that journalists had modest increases for including scientific material overall, and peer-reviewed studies and scientists' quotes in particular. We discuss the implications of these findings for science training, journalism, and reporting.

This qualitative study explores perspectives of U.S.A.-based science communication researchers and practitioners who attended a symposium focused on advancing inclusive science communication (ISC). ISC is a growing global movement that aims to center equity, inclusion, and marginalized perspectives in science communication. Findings underscore the complexity of systemic barriers to ISC, the critical need for resource sharing and network building, and the importance of evaluation frameworks. The authors also highlight critical dialogue as a strategic tool that might help support intentional, reciprocal, and reflexive practices in science communication.

Purpose The 2019 Global Assessment Report on Disaster Risk Reduction (GAR) cites earthquakes as the most damaging natural hazard globally, causing billions of dollars of damage and killing thousands of people. Earthquakes have the potential to drastically impact physical, social and economic landscapes; to reduce this risk, earthquake early warning (EEW) systems have been developed. However, these technical EEW systems do not operate in a vacuum; the inequities in social systems, along with the needs of diverse populations, must be considered when developing these systems and their associated communication campaigns. Design/methodology/approach This article reviews aspects of social vulnerability as they relate to ShakeAlert, the EEW system for the USA. The authors identified two theories (relationship management theory and mute group theory) to inform self-reflective questions for agencies managing campaigns for EEW systems, which can assist in the development of more inclusive communication practices. Finally, the authors suggest this work contributes to important conversations about diversity, equity and inclusion (DEI) issues within early warning systems and earthquake preparedness campaigns in general. Findings To increase inclusivity, Macnamara (2012) argues that self-reflective questioning while analyzing perspective, philosophy and approaches for a campaign can help. Specific to EEW campaigns, developers may find self-reflective questions a useful approach to increase inclusion. These questions are guided by two theories and are explored in the paper. Research limitations/implications Several research limitations exist. First, this work explores two theories to develop a combined theoretical model for self-reflective questions. Further research is required to determine if this approach and the combination of these two theories have adequately informed the development of the reflective questions. Originality/value The authors could find little peer-reviewed work examining DEI for EEW systems, and ShakeAlert in particular. While articles on early warning systems exist that explore aspects of this, EEW and ShakeAlert, with its very limited time frames for warnings, creates unique challenges.

This review paper synthesizes peer-reviewed empirical research published between 2010 and 2021 about wildland fire communication practices. Our goal was to systematically review and provide an overview of how wildland fire communication has been empirically studied, and theoretical and methodological underpinnings and representativeness of this work. We found that researchers employ diverse theoretical and methodological approaches, yet most work originates from the western United States or Australia. Studies were published in diverse disciplinary journals, most frequently looked at residents as study subjects, and many sought to understand the effectiveness of communication. There is a need to build theoretical and methodological consistency in wildland fire communication research.

Earthquake early warning (EEW) systems are becoming increasingly available or are in development throughout the world. As these systems develop, it is important to provide evidence-based recommendations for protective action so people know how to protect themselves when they receive an alert. However, many factors need to be considered when developing contextually relevant and appropriate recommendations. We have reviewed earthquake injury reports, protective action and communication theories, and behavioral research to determine what factors can guide inquiry and decision making when developing protective action guidelines. Factors that emerge from relevant literature include: (1) social, cultural, and environmental context, such as which people are present, what their social roles are, and in what type of building they are located when an earthquake happens, (2) demographic and experiential variables, such as gender and age as well as previous history with earthquakes; and (3) magnitude and intensity that influence the duration and impacts of the earthquake itself. Although we examine data from around the world, we focus largely on evidence-based recommendations for the U.S. system, ShakeAlert, because it provides a timely case study for understanding how people receive and respond to EEW messages. In addition to synthesizing relevant literature, we recommend pathways forward for this interdisciplinary research community that explores EEW and its application around the world. Consistency in collecting and reporting injury data globally may assist in aligning this fragmented literature to develop a richer understanding of how demographic, cultural, seismic, engineering, and technological issues can be addressed to reduce human suffering due to earthquakes.

As the media landscape continues to change, reporters are now being charged with the task of covering more with less. One result is that reporters without any specialty training are covering complex scientific issues as part of their normal beats. In an effort to fill the gap in science training opportunities for journalists covering various topics, organizations across the U.S. are offering diverse training experiences for practicing journalists. As these programs emerge, it is important to ask questions about their effectiveness and impact. This research assessed journalists' experiences in two boot camp style science trainings offered by SciLine, an editorially independent service for journalists based at the American Association for the Advancement of Science. Specifically, this project sought to assess the most common barriers participants face when incorporating science into their coverage, if participants felt more confident incorporating science into their reporting after the boot camp training, and what parts of the boot camp experience were most valuable.

This study examined how wildfire risk is framed by different entities and actors within a common region, during and after experiencing several large wildfire events. Using a social constructionist lens, we viewed wildfire risk as a fluid and variable concept that is socially constructed and framed through public discourse. Inconsistent social constructions of wildfire risk may pose challenges for effective wildfire risk governance and management, which requires the coordination of diverse entities including government, land managers, homeowners, and community groups. We sought to understand differing social constructions of wildfire risk within one region, the Northern Colorado Front Range, across four domains of social discourse: mainstream media coverage, governmental planning documents, a community collaborative group's meeting notes, and Community Wildfire Protection Plans. Through multiple rounds of qualitative coding, we compared how values at risk, causes of risk, and solutions to mitigate risk are framed across discourse domains. We also identified which agencies, organizations, or other actors' voices were most prominent within each domain. Our results show inconsistent framings of wildfire risk definition across the data, building upon past literature that has identified divides between fire suppression and mitigation work, as well as disconnects between media representations of fire and perspectives of resource managers and scientists. Lastly, we highlight two examples of cross-cutting discourses - public drinking water and smoke - as concepts that span boundaries and may have the power to generate broader coordination and support for wildfire policy solutions and action.

This study shares key findings from evaluation research for Inclusive SciComm: A Symposium on Advancing Inclusive Public Engagement with Science. The symposium, organized by the University of Rhode Island's Metcalf Institute for Marine & Environmental Reporting with support from partner organizations, took place on September 28 and 29, 2018 at the University of Rhode Island. Pre- and post-symposium surveys showed that after attending the symposium, participants reported higher levels of knowledge about and confidence in implementing inclusive approaches to science communication. Participants also exhibited three types of response orientations: emotion, knowledge, and action.

We live in an era of abundant scientific information, yet access to information and to opportunities for substantive public engagement with the processes and outcomes of science are still inequitably distributed. Even with increasing interest in science communication and public engagement with science, historically marginalized and minoritized individuals and communities are largely overlooked and undervalued in these efforts. To address this gap, this paper aims to define inclusive science communication and clarify and amplify the field. We present inclusive science communication as one path forward to redress the systemic problems of inequitable access to and engagement with STEMM (science, technology, engineering, mathematics, and medicine). We describe the first national Inclusive Science Communication (InclusiveSciComm) Symposium held in the U.S. Based on the experience of organizing the symposium, we discuss recommendations for other convenings to help build a community of practice for inclusive science communication. In both research and practice, we advocate for more experimentation to help make inclusive science communication the future of science communication writ large, in order to engage diverse publics in their multiple ways of knowing and expand a sense of belonging in STEMM.

Despite the growth of offshore wind energy and concerns that projects will harm tourism and recreation, there is a lack of empirical research on the effects of operating wind farms on tourism and recreation. The existing literature tends to treat tourists and recreationists as a monolithic group, focused almost entirely on beachgoers. Further, research regarding offshore wind energy and tourism puts forth a narrow conception of tourists, concerned primarily with a natural seascape. The 30-MW Block Island Wind Farm, the first offshore wind farm in the United States, is located offshore an iconic tourism destination and provides a laboratory for understanding interactions between offshore wind energy and the tourism and recreation sectors. We conducted an exploratory qualitative study through which tourism and recreation professionals and participants met in focus groups to discuss experiences with and observations of this project. Analysis revealed diverse viewpoints and largely positive encounters; though, some negative impacts were identified, and participants weighed project costs and benefits. Perspectives were shaped, in part, by experiences with the planning process. Visual impacts were a major concern; however, most participants described the project’s appearance in neutral or positive terms. Overall, the wind farm is functioning as an attractant, either as a novel sight or as a recreational fishing destination. Participants felt the wind farm should be promoted for tourism but cautioned that interest may be short-lived and there may be less support for larger offshore developments. Findings support tourism and recreation sector engagement throughout offshore wind project planning and operation.

The Block Island Wind Farm (BIWF) is the first offshore wind farm in the United States. Using gatekeeping theory as a framework, this research analyzes local and regional/national newspaper coverage of the BIWF paying particular attention to the use of sources. The data suggest that the differences between newspaper source usage from 1 January 2008 to 1 July 2017 is minimal. However, business sources appeared more than any other group, including government sources, which is a new finding. The prevalence of business sources leads to important questions about the role of businesses in shaping narratives about community transitions to renewable energy systems.

Understanding the complex dynamics that influence energy transitions requires mixed methods and collaborations among researchers, resource managers, and communities. This essay details how an interdisciplinary team of researchers used a mixed-method approach to study the social dimensions of tourism and recreation as they relate to the first offshore wind farm in the United States, the Block Island Wind Farm. Although impacts to tourism from wind energy systems are widely cited as a concern by communities and policymakers, little work has sought to define what constitutes tourism and recreation impacts or provided empirical evidence of impacts from operating projects. Researchers adopted an iterative approach to research that combined discrete studies using media content analysis, ethnographic participant observation, and stakeholder focus groups, to understand the social effects of the wind farm on the tourism and recreation experience and the quality of life in Block Island and coastal Rhode Island. We detail key insights from our experimentation with an iterative mixed-method approach at Block Island and offer lessons for future studies using collaborative approaches to understand both the tangible and the intangible social dynamics of energy system transitions.

EDITORIAL article Front. Commun., 11 July 2018Sec. Science and Environmental Communication Volume 3 - 2018 | https://doi.org/10.3389/fcomm.2018.00031

In the past 30 years, energy researchers have concluded their academic publication with sections that deal directly with policy implications and recommendations. Yet too often, these recommendations are written with little understanding of how policymakers balance different needs, prefer to communicate, or use scientific information. In this manuscript, we outline key variables time, training, and interpretation that are key to understanding how to better communicate research implications to policymakers. We recommend emphasizing the power of language and the use of boundary objects in an attempt to mitigate the issues presented between researchers and policymakers.

A small number of programs provide training on scientific and environmental topics to early- and midcareer journalists across the globe. Yet there are questions about the effectiveness of these programs: Do they make a difference in science reporting quality or quantity? What aspects of training are most impactful? Do journalists find the training worthwhile? Using surveys, quantitative content analysis, and semistructured interviews, this study addressed these questions by exploring the process and impacts of science journalism training program on participants' reporting behavior, with a focus on how reporters use scientific information and sources, reporter confidence in reporting scientific stories, and reflections on the training experience. The empirical results reveal journalists felt training gave them more confidence and skills for science reporting, and content analyses show small positive changes in source selection, references to scientific uncertainty, and thematic framing in the year following participants' training experience. Interviews highlighted participants' opinions that interpersonal interactions with scientists are the most valuable part of the training experience.

Graduate training in sustainability science (SS) focuses on interdisciplinary research, stakeholder-researcher partnerships, and creating solutions from knowledge. But becoming a sustainability scientist also requires specialized training that addresses the complex boundaries implicit in sustainability science approaches to solving social-ecological system challenges. Using boundary spanning as a framework, we use a case study of the Sustainability Solutions Initiative (SSI) at the University of Maine to explicate key elements for graduate education training in SS. We used a mixed-methods approach, including a quantitative survey and autoethnographic reflection, to analyze our experiences as SSI doctoral students. Through this research, we identified four essential SS boundaries that build on core sustainability competencies which need to be addressed in SS graduate programs, including: disciplines within academia, students and their advisors, researchers and stakeholders, and place-based and generalizable research. We identified key elements of training necessary to help students understand and navigate these boundaries using core competencies. We then offer six best practice recommendations to provide a basis for a SS education framework. Our reflections are intended for academic leaders in SS who are training new scientists to solve complex sustainability challenges. Our experiences as a cohort of doctoral students with diverse academic and professional backgrounds provide a unique opportunity to reflect not only on the challenges of SS but also on the specific needs of students and programs striving to provide solutions.

Boundary theory has assumed that two distinct organizations-scientists and policy-makers-can interface with one another via an external boundary organization, yet boundary management contexts often call for different strategies where a neutral third party is not involved. Recent scholarship has highlighted alternative models for boundary organizations, including the emergence of boundary organizations within universities. Most of these studies have taken an organizational perspective, yet as universities increasingly fulfill the role of boundary organizations by direct engagement with policy-makers, we need a deeper understanding of the roles scientists should play within this context. This study highlights the need to understand context before designing and implementing boundary management strategies, and considers the complexities of direct engagement between scientists and policy-makers. We draw from a case study conducted in Maine to argue that there are contexts in which scientists need to manage and span the science-policy boundary. The complexities involved in preparing scientists to engage more thoroughly in policy activities and the challenges in garnering institutional support for advancing the participation of scientists in boundary-spanning activities are explored.