Summary of the research results on Professional Profiles Operating in the Field of Science and Technology Communication

The way society engages with science is changing: physical interactions and spaces are shifting into the digital sphere.[1] Institutions such as science museums and science centres, which usually reach audiences with face-to-face engagement, must now question how they can continue to provide impactful experiences in light of this transition.

Transforming such experiences to a digital setting is a complex process, which involves a variety of methods, resources, and actors. The SCI-CO+ project hopes to assist science centres and museums in these endeavours by developing a set of methodologies and techniques that will allow for the seamless translation of activities from in person to the digital sphere. This is the e-SciCo model, which may be adapted by SciCo professionals to fit the diverse contexts of their own science museums and science centres. The SCI-CO+ project has idealised three new professional profiles that describe the skills, qualifications, and tasks required to implement different aspects of the model, which will also be used as the basis for designing specialised training modules for graduate students.

But to further develop these profiles and their associated trainings, it is vital to understand how they fit within the current landscape, the needs that they must fill within the frameworks of science centres and science museums, and the skills required to meet these needs. To build this understanding, the team at Trinity College Dublin investigated the state of the art through a mix of desk and field research. This resulted in a report titled: Analysis of the Professional Profiles Operating in the Field of Science and Technology Communication. In this article, we will provide a brief overview of the findings from this report, and its consequences for the next steps of the SCI-CO+ project.

Investigating the current landscape

In recent years, the European Commission has placed significant importance on understanding the current state of science communication and its role in mediating the relationship between science and society. Between 2018 and 2020, the funding call “SwafS-19: Taking Stock and Re-Examining the Role of Science Communication” distributed nearly €10 million in funding to eight research projects. This call specifically highlighted the need for a response to the changes brought about by digitalisation and identified science museums and centres as key territories for research and innovation.[2]

Three relevant SwafS-19 projects were explored during this research on professional profiles: RETHINK, QUEST and ParCos. While each took stock of different aspects of the field, each identified the importance of reaching diverse audiences and stakeholders, as well as the effectiveness of employing digital activities – whether these are based in the virtual realm or the physical – using innovative and arts-based approaches involving technology, in reaching and engaging with target groups.[3] Looking towards current digital maturity in museums in general, the UK-US led One-by-One Initiative is an ongoing multi-partner international initiative dedicated to improving digital literacy at all levels in the museum sector. These mentioned projects and resources demonstrate the work already being done in this sector in understanding the effect of digitalisation on science communication as a field and provide a foundation for the creation of relevant and impactful professional profiles that will serve it.

To make use of the knowledge, practice, and institutional diversity of the SCI-CO+ consortium, as well as the range of professionals therein, each project partner was asked to fill out questionnaires capturing the roles present in their own organisations that carry out science communication. The questionnaire asked a mix of open and closed questions, from quantitative information about the role to thoughts on how this role may change in the future. A full overview of the results can be found in the final report; however, several important insights were identified.

Findings and Consequences

The results from the investigation into the current landscape of digital roles within science communication left lots to consider for the development of the professional profiles and their associated trainings.

One main question raised was whether these profiles should occupy full-time roles dedicated to the implementation of the e-SciCo model, or rather delegated as additional responsibilities to those already existing roles that overlap in tasks and skills. The One-by-One initiative reported that in general, larger museums have the resources to dedicate full time digital roles, but smaller museums do often not have the capacity for this and see work and training in the digital sphere as an additional task to already established roles. [4] From the questionnaire, it is evident that profiles with a focus on managerial tasks are very much present across many different institutions involved in science communication, with most actors carrying out this role in a full-time capacity. The results also indicated a demand for ‘teachers’ and ‘educators’ across organisations, and highlighted the importance of storytelling, content creation, and technical skills, though roles involving these latter skills tended to be part time or contractual. SciCo+ methodologies and techniques could be effective as a means of ‘upskilling’ existing professionals in an integrated way. This information will inform how the trainings of the professional profiles are structured and offered.

Another aspect highlighted was that engagement at museums is changing. It was reported in one questionnaire that since the Covid-19 pandemic, some audiences no longer wish to take part in face-to-face engagement with explainers at science centres and museums, and instead prefer to explore the institutions alone. Many activities were shifted online during the pandemic period, and this is expected by many to remain the norm, especially as it is much easier to reach more diverse audiences and stakeholders virtually. Yet the QUEST project raised the concern that the potential use of technology is causing exhibits to veer into ‘entertainment’ and away from ‘education.’ [5] Therefore, it is essential that science centres and museums have the means to successfully conduct activities online in the digital sphere, perhaps using virtual exhibition spaces, to account for the changing nature of engagement, but this transition must be handled with care to protect the integrity of the educational experience.

With the organisations surveyed echoing the belief that a digital transition is inevitable, increased digital literacy and opportunities for professional development at the individual and institutional levels are more crucial than ever. Training resources must be contextually adaptable as the professional profiles in the field continue to evolve.[6]

What’s next?

Using the findings of this investigation, the SCI-CO+ project must now adapt initial ideas of the professional profiles and their associated trainings to ensure they accurately fit within the science communication landscape of science centres and science museums. With many organisations already beginning translation from real-life activities to digital, the definition of professional profiles will allow such institutions to assess their current capacity to successfully achieve these translations, and the areas where the e-SciCo model can assist.
 

References

1. Kupper, F., Moreno-Castro, C. and Fornetti, A. (2021). ‘Rethinking science communication in a changing landscape’. JCOM 20 (03). https://doi.org/10.22323/2.20030501.
2. Roche, J., Arias, R., Bell, L., Boscolo, M., Fornetti, A., Knutas, A., Kupper, F., Magalhães, J., Mannino, I., Mendoza, I., Moreno-Castro, C., Murphy, K., Pridmore, J., Smyth, F., Tola, E., Tulin, M., Weitkamp, E., & Wolff, A. (2021). Taking Stock and Re-Examining the Role of Science Communication. Frontiers in Environmental Science, 9. https://www.frontiersin.org/articles/10.3389/fenvs.2021.734081
3. (2019). Summary report: European Science Communication today. Available at: https://questproject.eu/download/deliverable-1-1-summary-report-european-sciencecommunication-today/?wpdmdl=1610&refresh=641b332654e2d1679504166
4. Parry, R., Eikhof, D. R., Barnes, S.-A., & Kispeter, E. (2018). Mapping the Museum Digital Skills Ecosystem—Phase One Report [Report]. University of Leicester. https://doi.org/10.29311/2018.01′]
5. (2019). Summary report: European Science Communication today. Available at: https://questproject.eu/download/deliverable-1-1-summary-report-european-sciencecommunication-today/?wpdmdl=1610&refresh=641b332654e2d1679504166
6. Malde, S., Kennedy, A., & Parry, R. (2019). Understanding the digital skills & literacies of UK museum people – Phase Two Report [Report]. University of Leicester. https://doi.org/10.29311/2018.02′]

[1] Kupper, F., Moreno-Castro, C. and Fornetti, A. (2021). ‘Rethinking science communication in a changing landscape’. JCOM 20 (03). https://doi.org/10.22323/2.20030501.

[2] Roche, J., Arias, R., Bell, L., Boscolo, M., Fornetti, A., Knutas, A., Kupper, F.,

Magalhães, J., Mannino, I., Mendoza, I., Moreno-Castro, C., Murphy, K., Pridmore, J., Smyth, F., Tola, E., Tulin, M., Weitkamp, E., & Wolff, A. (2021). Taking Stock and Re-Examining the Role of Science Communication. Frontiers in Environmental Science, 9.

https://www.frontiersin.org/articles/10.3389/fenvs.2021.734081

[3] QUEST. (2019). Summary report: European Science Communication today. Available at: https://questproject.eu/download/deliverable-1-1-summary-report-european-sciencecommunication-today/?wpdmdl=1610&refresh=641b332654e2d1679504166

[4] Parry, R., Eikhof, D. R., Barnes, S.-A., & Kispeter, E. (2018). Mapping the Museum Digital Skills Ecosystem—Phase One Report [Report]. University of Leicester.

https://doi.org/10.29311/2018.01′]

[5] QUEST. (2019). Summary report: European Science Communication today. Available at: https://questproject.eu/download/deliverable-1-1-summary-report-european-sciencecommunication-

today/?wpdmdl=1610&refresh=641b332654e2d1679504166

[6] Malde, S., Kennedy, A., & Parry, R. (2019). Understanding the digital skills & literacies of UK museum people – Phase Two Report [Report]. University of Leicester. https://doi.org/10.29311/2018.02′]