Research for All最新文献

{"title":"SCENE: A novel model for engaging underserved and under-represented audiences in informal science learning activities","authors":"Lindsay Keith, W. Griffiths","doi":"10.14324/rfa.05.2.09","DOIUrl":"https://doi.org/10.14324/rfa.05.2.09","url":null,"abstract":"\u0000Inequitable access to science, technology, engineering, arts and mathematics (STEAM) has been explored by multiple studies which have shown that some publics are underserved by existing informal educational and cultural provision, and under-represented in related study choices and careers. Informal science learning (ISL) and public engagement with research activities (such as science festivals) tend to attract audiences which are largely white, middle class and already engaged with STEM (science, technology, engineering and mathematics). This article describes the development of an engagement approach and model through a story-based festival (SMASHfestUK) which was specifically designed to attract new and diverse audiences, including Black and mixed-heritage families, and families living with socio-economic disadvantage. The festival was delivered on five annual occasions, each co-designed with a wide selection of stakeholders, including audiences, researchers, performers, institutions and organizations, and considered as an iterative prototype.","PeriodicalId":165758,"journal":{"name":"Research for All","volume":"85 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127260878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The dynamics of working at intersections: Reflections from exploring inequalities","authors":"Siobhan Morris, O. Stevenson","doi":"10.14324/rfa.05.2.11","DOIUrl":"https://doi.org/10.14324/rfa.05.2.11","url":null,"abstract":"\u0000This commentary provides a first-hand account of a year-long collaborative academic–policy synthesis project – Exploring Inequalities: Igniting Research to Better Inform UK Policy – between University College London (UCL) and the Resolution Foundation. We brought together leading experts from over fifty organizations, convened six roundtables and conducted additional in-depth interviews. This collaboration resulted in a series of action notes and a final report, Structurally Unsound (Morris et al., 2019). By reflecting on the ‘nuts and bolts’ of doing this type of project, we reveal the hidden realities of knowledge exchange and open up new possibilities for understanding successes and failures for future projects of this kind.","PeriodicalId":165758,"journal":{"name":"Research for All","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116868387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Future Places Toolkit: Engaging communities through augmented reality and performance","authors":"P. Clarke","doi":"10.14324/rfa.05.2.03","DOIUrl":"https://doi.org/10.14324/rfa.05.2.03","url":null,"abstract":"\u0000This article shares processes of engagement with practice-as-research in place-based performance and creative technology, specifically mobile augmented reality (AR). It addresses the application of methodologies from an AR performance, Uninvited Guests and Duncan Speakman’s Billennium (2018), in Future Places Toolkit (Clarke et al., 2020), an engagement activity for neighbourhood visioning and planning consultation. It outlines the steps taken to evolve Billennium beyond an artwork into a tool for use in citizen-led design, and to transfer practice-as-research in performance and technology to a professional architecture and community context, specifically Knowle West in Bristol, UK. By detailing the stages of this research and development process, key learnings will be shared with other researchers seeking to apply their practices to social and civic challenges, and to do so through working in partnership with creative industries and community-based organizations. Future Places Toolkit will be used as a case study to demonstrate the potential of applying approaches from practice-as-research to real-world problems and developing arts practices into products or services. Documenting and reflecting on the process of prototyping the AR toolkit disseminates procedures for commercializing creative research and leads to a critique of the drive to scale up. Future Places Toolkit is considered as a framework for co-creation with communities and interprofessional partners, and methods for responsible innovation are shared. While these are drawn from responsible technology development, they are transferrable to other professional fields and academic engagement, or to commercialization in different disciplines.","PeriodicalId":165758,"journal":{"name":"Research for All","volume":"186 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116707451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating the short-term and long-term impact of an interactive science show","authors":"Wendy Sadler","doi":"10.14324/rfa.05.2.14","DOIUrl":"https://doi.org/10.14324/rfa.05.2.14","url":null,"abstract":"\u0000Science shows as a medium for communicating science are used widely across the UK, yet there is little literature about the long-term impact they may have. This longitudinal study looks at the short-term and long-term impact of the science show Music to Your Ears, which was initially performed throughout the UK on behalf of the Institute of Physics in 2002, and which has since been offered at schools and events through the enterprise Science Made Simple. The impact was measured using the immediate reaction to the show, the number (and type) of demonstrations (demos) recalled over the long term, and the applied use of any memories from the show. Quantitative and qualitative data were gathered using questionnaires immediately after the show and focus groups held two and a half years later. To enrich the data, and minimize bias, interviews with professional science presenters were also included in the data analysis. Data from the questionnaires were used to develop a framework of five demonstration categories to describe their essence, or main purpose. The categories used in this study were: curiosity (C), human (H), analogy (A), mechanics (M) and phenomena (P). It was found that even after two and a half years, almost 25 per cent of demos from the show could be recalled without prompting. When prompted with verbal and visual clues, over 50 per cent of the demos from the show could be recalled by the group tested. In addition, around 9 per cent of the demos were recalled and related to an alternative context to the show, suggesting that some cognitive processing may have happened with the most memorable elements of the show. The ‘curiosity’ type of demo was found to be the most memorable in both the short term and long term.","PeriodicalId":165758,"journal":{"name":"Research for All","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116538719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Hidden persuaders on film: Exploring young people’s lived experience through visual essays","authors":"D. Pick, Mary-Clare Hallsworth, Sara Marks","doi":"10.14324/rfa.05.2.13","DOIUrl":"https://doi.org/10.14324/rfa.05.2.13","url":null,"abstract":"\u0000The Hidden Persuaders research group examines ‘brainwashing’ in the Cold War for the roles, real and imagined, played by psychologists, psychiatrists and psychoanalysts. Our project engaged young people in an exploration of the history of fears about brainwashing, and enabled them to explore their thoughts and ideas about the forces that shape their lives in contemporary society, through film-making. Working with three schools in the Camden area of London, our partners at the Derek Jarman Lab media hub, Birkbeck, University of London, and an artist facilitator (Lizzie Burns), we invited Year 12 students to learn filming and editing to create their own short video essays. The use of this format resulted in a significant depth of engagement and generated a wealth of creative responses. The various stages of the film-making process enabled the students to work out the terms of an argument and to consider how best to express it concisely. In the resulting films, they came up with a variety of forms of visual storytelling, and used the medium to express their thoughts, feelings and ideas in diverse ways, giving us a range of new perspectives which we could consider in relation to our historical research.","PeriodicalId":165758,"journal":{"name":"Research for All","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125478884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editorial: Engagement for change","authors":"Sophie S. Duncan, Sandy Oliver","doi":"10.14324/rfa.05.2.01","DOIUrl":"https://doi.org/10.14324/rfa.05.2.01","url":null,"abstract":"A scan of previous issues of Research for All bears testimony to the breadth and depth of practices that seek to engage the public with research. This diversity of practices is to be welcomed. It recognizes that engagement has many different faces, and different outcomes, and that collectively opening up research to the public has value to society and to research. We therefore contributions about all forms of engagement with whatever the used to it. Covering science communication, community engagement, patient involvement, public engagement knowledge exchange, the from the breadth of approaches undertaken across the world. journal practices, and to","PeriodicalId":165758,"journal":{"name":"Research for All","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115192545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Small grants, big impact: The Institute of Classical Studies’ seed funding scheme for public engagement","authors":"Emma Bridges","doi":"10.14324/rfa.05.2.07","DOIUrl":"https://doi.org/10.14324/rfa.05.2.07","url":null,"abstract":"\u0000This case study provides details of a small-grants scheme (delivered by the Institute of Classical Studies since 2018) which is designed to support researchers in classics and related subjects to undertake activities whereby they are able to share their research with non-specialist audiences (that is, people who do not already have an academic knowledge of the field in which they are researching). It outlines the practicalities of running such a scheme, describes the outcomes and impact which the scheme has had to date, and concludes by offering recommendations for organizations which may be considering setting up such a grant programme specifically to support public engagement with academic research. The lessons learned as a result of this scheme could be readily applied to other academic disciplines (particularly – but not limited to – those with an arts and humanities focus which share characteristics with classics) or institutional contexts.","PeriodicalId":165758,"journal":{"name":"Research for All","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127641788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘Bottoms up’: A case study on integrating public engagement within a university culture","authors":"A. N. Shúilleabháin, F. McAuliffe, É. N. Shé","doi":"10.14324/rfa.05.2.12","DOIUrl":"https://doi.org/10.14324/rfa.05.2.12","url":null,"abstract":"\u0000This study tracks the integration of public engagement within the systems, structures and culture of a university in Ireland. Public engagement, as an activity of research institutes, is gaining increased attention from policy and funding sources across Europe. However, little has been heard on the processes and practices which bring public engagement to the fore of conversations and activities in such institutions. In this practice case study, we track the evolution of a community of practice of public engagement in an Irish university over three years, through a bottom-up approach taken by a small group of faculty and staff, and organized through collective leadership to maintain momentum over the time period. With the support of key leadership figures, who provided top-down financial and structural support, we trace the narrative of defining public engagement within the university through stakeholder workshops, recording relevant activities with an institution-wide census, updating university public engagement reporting metrics, and establishing an active community of practice. Four key learnings are identified from this collective narrative: (1) the need for patience in attempting to instigate change within an institution; (2) the importance of establishing a shared understanding; (3) the importance of enacting collective leadership as a community; and (4) the necessity of leadership support with grass-roots activity. Reflection on these learnings suggests that the embedding of public engagement in institutions requires both personal and institutional investment.","PeriodicalId":165758,"journal":{"name":"Research for All","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128303142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Public engagement with research: Citizens’ views on motivations, barriers and support","authors":"M. Dreyer, H. Kosow, Anja Bauer, Blagovesta Chonkova, Ventseslav Kozarev, L. Timotijevic","doi":"10.14324/rfa.05.2.08","DOIUrl":"https://doi.org/10.14324/rfa.05.2.08","url":null,"abstract":"\u0000Responsible research and innovation (RRI) approaches that have emerged in the past ten years point to the importance of engaging the public in dialogues about research. The different variants of RRI share the notion that societal actors, including citizens, need to work together – that is, engage in two-way communication during the research and innovation process – in order to better align both the process and its outcomes with the values, needs and expectations of society. Yet, sponsors and organizers of dialogues about research often face difficulties in recruiting sufficient numbers of participants or ensuring a sufficient level of diversity of participants. This paper asks what motivates or hinders individual citizens as members of the broader public to participate in such dialogues. It presents empirical findings of the European Union-funded project Promoting Societal Engagement Under the Terms of RRI (PROSO), which aimed to foster public engagement with research for RRI. PROSO used a quasi-experimental, qualitative approach directly involving citizens to address this question. The core of the innovative methodology were focus group discussions with European citizens about hypothetical opportunities to take part in dialogues about research. Three hypothetical scenarios of different dialogue formats (varied by whether they seek to inform the participants, consult or enable deeper collaboration on a scientific issue) were used as stimuli to explore the participants’ willingness (motivations and perceived barriers) to engage with scientific research. Our findings show a preference towards dialogue formats that give citizens a more active role and a greater say in research policy or research funding. They further suggest that those who seek to broaden citizen participation in dialogues about research should consider the role of relevance, impact, trust, legitimacy, knowledge, and time and resources as factors that can motivate or discourage citizens to take part. Based on our findings, we discuss possibilities to promote citizen participation in dialogues about research as part of putting RRI into practice.","PeriodicalId":165758,"journal":{"name":"Research for All","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124738265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Knowledge exchange in the arts and humanities as creative economy policy assemblage","authors":"Simon Moreton","doi":"10.14324/rfa.05.2.06","DOIUrl":"https://doi.org/10.14324/rfa.05.2.06","url":null,"abstract":"\u0000The creative economy is a complex assemblage of policy, practice and industrial activity, underpinned by apparently novel configurations of cultural and creative work. In recent years, it has become the focus of a number of schemes which have seen major shifts in how UK research councils fund universities. This paper reflects on the work of Research and Enterprise in Arts and Creative Technology (REACT), a major knowledge exchange programme aimed at stimulating growth in the creative sector through collaborations with universities in South West England and South Wales. In the first section, I unpack some of the underpinning logics of the ‘creative turn’ by which creativity has become a key currency in modern economies. I then consider how this shift has affected universities. I next ask how the various rationalities of an economy driven by creativity have moved into the knowledge exchange sphere. I approach this by formulating creative economy policy as a form of governmentality performed through assemblages that facilitate policy transfer. The paper turns to the empirical example of REACT, considering it as an assemblage through which reconfigurations of discourses, spatialities, temporalities, subjects and calculative practices have unfolded. The analysis shows how the multivalent, ad hoc and sometimes contradictory experience of producing an assemblage such as REACT means that policy transfer is never entirely complete nor stable, and that in this sense it is still possible for knowledge exchange programmes to imagine and generate alternative approaches to creativity that are not wholly reducible to a neoliberal or capitalist logic, although they remain implicated therein.","PeriodicalId":165758,"journal":{"name":"Research for All","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127961194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}