An integrated model of science communication — More than providing evidence

Abstract

Factors that influence reception and use of information are represented in this koru model of science communication using the metaphor of a growing plant. Identity is central to this model, determining whether an individual attends to information, how it is used and whether access to it results in increased awareness, knowledge or understanding, changed attitudes or behaviour. In this koru model, facts are represented as nutrients in the soil; the matrix influences their availability. Communication involves reorganisation of facts into information, available via channels represented as roots. When information is taken up, engagement with it is influenced by external factors (social norms, support and control) and internal factors (values, beliefs, attitudes, awareness, affect, understanding, skills and behaviour) which affect whether the individual uses it to form new knowledge. AbstractPublic engagement with science and technology; Science communication: theory and models Keywords ContextScience communication is like gardening. Many can do it, but to become adept one needs to be interested, be willing to learn from others and gain experience, to have a plan, be prepared to experiment, occasionally fail and learn from failure and to reflect on outcomes. It is useful to recognise that there are differences between a novice's enthusiastic attempts and those of a professional. That is not to say that novices cannot produce good outcomes. But all science communicators can benefit from an understanding of key principles and reflection about the craft. And all science communicators can improve with increased understanding of how people receive and use information.This essay presents an integrated model of science communication, drawing from a wide range of disciplines and literature. The model builds on previous models of science communication which focus on the flow of information. This model adds factors that influence an individual's response to information and its use.

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