The Library & Community Guide to Citizen Science
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More Details on the Efforts to Empower Students Through Citizen Science
THE WHITE HOUSE Office of Science and Technology Policy March 23, 2015 FACT SHEET: Empowering Students and Others through Citizen Science and Crowdsourcing Citizen science and crowdsourcing projects are powerful tools for providing students with skills needed to excel in science, technology, engineering, and math (STEM). Volunteers in citizen science, for example, gain hands-on experience doing real science, and in many cases take that learning outside of the traditional classroom setting. As part of the 5th White House Science Fair, the Obama Administration and a broader community of companies, non-profits, and others are announcing new steps to increase the ability of more students and members of the public to participate in the scientific process through citizen science and crowdsourcing projects. New Steps Being Announced by the Administration Installation of a Rain Gauge in the White House Garden: The White House, in collaboration with the National Atmospheric and Oceanographic Administration (NOAA) and the National Park Service (NPS), will install a new rain gauge in the First Lady’s Kitchen Garden as the White House becomes a new participant in the CoCoRaHS (Community Collaborative Rain, Hail and Snow Network) citizen science project. The White House will begin making contributions as an additional data source to the citizen scientist project during Science Fair. There are millions of citizen scientists in this country willingly contributing valuable time and effort to help advance our collective understanding of the world around us. The CoCoRaHS Network’s over 20,000+ active volunteers serve as the largest source of daily precipitation data in our country, reporting measurement from coastal lowlands to the high peaks of Rocky Mountain National Park. -
The Library and Community Guide to Citizen Science
The Library and Community Guide to CitizenUnderstanding, p lanning,Science and sustaining ongoing engagement in citizen science at your library. EDITORS: Darlene Cavalier School for the Future of Innovation in Society at ASU, SciStarter Caroline Nickerson SciStarter Robin Salthouse Maricopa County Library District, Adult Services Supervisor, Southeast Regional Library, Gilbert, November 2019 Arizona Dan Stanton Arizona State University Library, SciStarter ADVISORS: Kelli Ham Master of Library and Information Studies, Community Engagement Librarian, National Network of Libraries of Medicine Pacific Southwest Region Theresa Schwerin Master of Library and Information Science, Institute for Global Environmental Strategies The Librarian’s Guide to Citizen Science was made possible with support from: (IGES) The Institute of Museum and Library Services, under grant number LG-95-17-0158-17. IMLS is the DESIGNER: primary source of federal support for the nation’s libraries and museums. IMLS advances, supports, Emily Maletz and empowers America’s museums, libraries, and related organizations through grantmaking, research, and policy development. Their vision is a nation where museums and libraries work SPECIAL THANKS TO: together to transform the lives of individuals and communities. To learn more, visit www.imls.gov. Cynthia Randall Executive Director of Cornerstones of Science, Developed resources reported are supported by the National Library of Medicine (NLM), National for providing the foundation for this Guide and Institutes of Health, under Cooperative Agreement number UG4LM012341 with the UCLA Louise for her professional guidance in supporting M. Darling Biomedical Library. The content is solely the responsibility of the authors and does not public libraries as vibrant community hubs for necessarily represent the official views of the National Institutes of Health. -
Encountering Science in America
ENCOUNTERING SCIENCE IN AMERICA A REPORT FROM THE PUBLIC FACE OF SCIENCE INITIATIVE THE PUBLIC FACE OF SCIENCE ENCOUNTERING SCIENCE IN AMERICA american academy of arts & sciences Cambridge, Massachusetts © 2019 by the American Academy of Arts and Sciences All rights reserved. isbn: 0-87724-125-2 This publication is available online at http://www.publicfaceofscience.org. Suggested citation: American Academy of Arts and Sciences, Encountering Science in America (Cambridge, Mass.: American Academy of Arts and Sciences, 2019). The views expressed in this volume are those held by the contributors and are not necessarily those of the Officers and Members of the American Academy of Arts and Sciences. Please direct inquiries to: American Academy of Arts and Sciences 136 Irving Street Cambridge ma 02138-1996 Telephone: 617-576-5000 Email: [email protected] Web: www.amacad.org Twitter: @americanacad CONTENTS Preface v Top Three Takeaways vii Introduction 1 SECTION 1: Building a Conceptual Framework 4 Science Communication and Engagement: To What End? 4 Overview of the Participants 4 Motivations for Communicating and Engaging 6 Outcomes of Science Communication and Engagement 8 Discussion 10 Resources on Science Engagement 11 SECTION 2: How People May Encounter Science 12 Visiting Science 12 Attending Science Events 14 Participating in Science 16 Engaging with Science Online 18 Discussion 20 SPECIAL SECTION: Science in Everyday Life 21 General News Outlets are a Common Source of Science News 22 Science Posts are Commonly Seen on Social Media 23 A Majority -
Selected Reference List
Appendix E - Citizen Science in Selected Sciences: Selected Reference List “40 Years of Friendship, 70,000 Specimens: Amateur Entomologists Donate Lifetimes’ Worth of Butterflies and Moths.” 2018. #FloridaMuseumScience. May 21, 2018. https://www.floridamuseum.ufl.edu/science/entomologists-donate-lifetimes-worth-of- butterflies-and-moths/. “A Virtual First: NYBG’s Citizen Scientists Document the Botanical History of the Northeast Online.” 2017. Science Talk. August 25, 2017. https://www.nybg.org/blogs/science- talk/2017/08/virtual-first-nybgs-citizen-scientists-document-botanical-history-northeast- online/. “ACSA Publication Listings – Australian Citizen Science Association.” n.d. Accessed March 27, 2018. https://www.citizenscience.org.au/acsa-publication-listings/. “APE: Artists Project Earth |.” n.d. APE: Artists Project Earth | Home of Rhythms Del Mundo. Accessed March 3, 2018. http://apeuk.org/. “ASU Citizen Science Maker Summit Reprot: Learning Outcomes and Next Steps.” n.d. Accessed May 9, 2018. https://makersummit.asu.edu/. “Australian Citizen Science Association – Citizen Science Is Redefining How We Do Science.” n.d. Accessed March 27, 2018. https://www.citizenscience.org.au/. “Avian News.” 2015. Avian Biology Research 8 (4): 254–59. https://doi.org/10.3184/175815515X14458793959431. “BashTheBug.” n.d. BashTheBug. Accessed March 2, 2018. http://bashthebug.net/. Beza, Eskender, Jonathan Steinke, Jacob van Etten, Pytrik Reidsma, Carlo Fadda, Sarika Mittra, Prem Mathur, and Lammert Kooistra. 2017. “What Are the Prospects for Citizen Science in Agriculture? Evidence from Three Continents on Motivation and Mobile Telephone Use of Resource-Poor Farmers.” PLOS ONE 12 (5): e0175700. https://doi.org/10.1371/journal.pone.0175700. “Bioblitz Canada.” n.d. Accessed May 10, 2018. -
Teaching Science Through Citizen Science in This Toolkit
CITIZEN SCIENCE TOOLKIT Teaching science through citizen science In this toolkit This toolkit is designed to help educators, like yourself, integrate citizen science 3 What is Citizen Science? projects into classroom curricula or 5 The Value of Citizen Science in the Classroom afterschool programming. It contains LEARN resources—including lessons, readings, 7 Citizen Science Skills and worksheets—to help you communicate the value of citizen science to your students and help them cultivate a sense 9 About the Citizen Science Workbook of empowerment and impact when 10 Workbook: Get Started performing science investigations. 15 Workbook: Your Citizen Science Project You can use this toolkit in the order outlined or adapt it to meet your needs. 28 Workbook: Expand the Experience Similarly, the activities and projects are 32 Educator Case Studies designed for you to use as-is or to modify ACT to fit the context of your classrooms. 40 Citizen Science and the Standards 45 Citizen Science Resources 49 Links in this Toolkit 2 EXTEND What is Citizen Science? Citizen science is a process by which anyone can take an active participants, which helped ensure the classifications were reliable, role in scientific discovery. Harnessing a collective curiosity and accurate, and as trustworthy as those made by professional employing common technology, citizen scientists work with astronomers. Citizen scientists not only correctly identified the professional researchers to learn about our world more quickly shapes and features of the galaxies, but also discovered brand- LEARN and comprehensively than ever before. Projects can take many new astronomical objects and brought to light a whole new class forms: counting backyard birds to assess climate change, of galaxy. -
The Effect of a Science Festival for Special Education Students on Communicating Science Hyeran Park1, Youngmin Kim2* and Seongoh Jeong3
Park et al. Asia-Pacific Science Education (2019) 5:2 Asia-Pacific Science Education https://doi.org/10.1186/s41029-018-0029-0 ORIGINAL RESEARCH ARTICLE Open Access The effect of a science festival for special education students on communicating science Hyeran Park1, Youngmin Kim2* and Seongoh Jeong3 * Correspondence: [email protected] Abstract 2Pusan National University, Busandaehakro, 63 bun-gil 2, Busan Science festivals have been reported as an effective way to communicate science 46241, Republic of Korea between scientists and the public; however, only a few studies have examined Full list of author information is systematically and consistently how the festivals effect the public’s conceptions of available at the end of the article science. Moreover, few studies about science festivals for special education students are conducted. This study is based on findings from five years of reflective writings and drawings on Seullim Science Festivals collected by the Busan Institute of Science Education in Korea. Seullim Science Festival aims to give opportunities for Special Education students to engage in a variety of science experiments and to enjoy the basic rights of science for all students. The rich qualitative data were analyzed using a ground theory and categorized by the themes. The findings presented in this paper show the impressions of the special education students on the festivals and their pride in being a participating member. Additionally, the festivals gave opportunities for non-special education students to become more insightful understanding to special education students and to engage in science. The authors of the current study hope other science festival organizers and science educators find the information useful. -
Typology for Public Engagement with Science
Center for Research on Lifelong STEM Learning Typology for Public Engagement with Science A Conceptual Framework Working Paper 2 2/25/2016 Martin Storksdieck, Oregon State University Cathlyn Stylinski, University of Maryland Center for Environmental Science Deborah Bailey, Oregon Department of Education Suggested citation: Storksdieck, M; Stylinski, C.; Bailey, D. (2016). Typology for Public Engagement with Science: A Conceptual Framework for Public Engagement Involving Scientists. Corvallis, OR: Center for Research on Lifelong STEM Learning. 1 PREFACE AAAS describes public engagement with science as intentional, meaningful interactions that provide opportunities for mutual learning between scientists and members of the public. Through the Alan I. Leshner Leadership Institute for Public Engagement with Science, AAAS empowers scientists and engineers to practice high-impact public engagement by fostering leaders who advocate for critical dialogue between scientists and the public and lead change to enable their communities, institutions, and others to support public engagement. The typology below, with additional work on understanding mechanisms for institutional change, as well as practical experience in public engagement with science, will guide the work of the Leshner Leadership Institute, as well as other programs of the AAAS Center for Public Engagement with Science (Center). The Center, which manages the Leshner Leadership Institute, offers this typology as a resource for the broader community of public engagement practitioners, -
Citizen Science: Expertise, Democracy, and Public Participation
Citizen Science: Expertise, Democracy, and Public Participation Prof. Bruno J. Strasser University of Geneva & Yale University Prof. Muki Haklay University College London — Excerpt of the second part from the SSC policy analysis 1/2018 Policy analysis 1/2018 18 Citizen Science: Citizen Science: Expertise, Democracy, and Public Participation Expertise, Democracy, and Public Participation About the authors Prof. Bruno J. Strasser, University of Geneva & Yale University Bruno J. Strasser’s research focuses on the history of science, technology and society in recent times. He received an ERC/ SNSF Consolidator Grant for a new project on “The Rise of the Citizen Science: rethinking Public Participation in Science”. He is finishing a book on “big data science” and has published on the history of international scientific cooperation during the Cold War, the interactions between experimental science and clinical medicine, the transformations of the pharmaceutical industry, the development of scientific instrumentation, the role of collective memory, and the relationships between sci- ence and society. His first book, La fabrique d’une nouvelle sci- ence: La biologie moléculaire à l’âge atomique, 1945–1964 explores the emergence of molecular biology as a new scientific disci- pline and professional identity in the atomic age. It received the Henry-E. Sigerist prize 2006. He has developed a public out- reach lab, the Bioscope. Contact details: http://citizensciences.net/bruno-strasser/ Prof. Muki Haklay, University College London In the late 1980s, Muki Haklay worked in a company that de- veloped computer mapping systems on early personal comput- ers. He became interested in Geographic Information Systems (GIS) and understood that he needed to have proper academ- ic foundations in this area. -
Volunteer Recruitment and Retention in Online Citizen Science Projects Using Marketing Strategies: Lessons from Season Spotter
Volunteer recruitment and retention in online citizen science projects using marketing strategies: lessons from Season Spotter Alycia Crall, Margaret Kosmala, Rebecca Cheng, Jonathan Brier, Darlene Cavalier, Sandra Henderson and Andrew D. Richardson Abstract Citizen science continues to grow, potentially increasing competition among projects to recruit and retain volunteers interested in participating. Using web analytics, we examined the ability of a marketing campaign to broaden project awareness, while driving engagement and retention in an online, crowdsourced project. The campaign challenged audiences to support the classification of >9,000 pairs of images. The campaign was successful due to increased engagement, but it did not increase the time participants spent classifying images. Engagement over multiple days was significantly shorter during the campaign. We provide lessons learned to improve targeted recruitment and retention of participants in online projects. Keywords Citizen science; Public engagement with science and technology Introduction The number of citizen science projects has grown significantly in the past two decades, emerging as a valuable resource for conducting research across a variety of fields [Kullenberg and Kasperowski, 2016]. Public engagement in these projects can range from spending less than a minute classifying an image online to engaging in multiple steps of the scientific process (e.g., asking questions, collecting data, analyzing data, disseminating findings; Bonney et al. [2009b]). As citizen science continues to grow, there may be growing demand for participation resulting in increased competition among projects to recruit and retain those interested in engaging in the activities associated with these projects [Sauermann and Franzoni, 2015]. Researchers have begun examining participant motivations in an effort to determine best practices for recruiting and retaining volunteers. -
The Crowd & the Cloud Broadcast & Digital Media Summative
Summative Evaluation: Broadcast & Digital Media Report The Crowd & The Cloud Report by: Rockman et al Research & Evaluation C&C BROADCAST & DIGITAL MEDIA REPORT !1 San Francisco, CA Bloomington, IN Acknowledgements Evaluation & Report Credits: Camellia Sanford-Dolly, Data Collection, Analysis, & Reporting Fatima Carson, Data Collection, Analysis, & Reporting Saul Rockman, Reporting Julia Li, Data Collection, Design, & Formatting Rockman et al 201 Mission Street, Suite 1320 3925 Hagan Street, Suite 301 San Francisco, CA 94105 Bloomington, IN 47401 Project Credits: This study is supported by the National Science Foundation (Award No. 1422198). Any opinions, findings, conclusions, or recommendations expressed in this report are those of the evaluation team and do not necessarily reflect the views of the National Science Foundation. We are grateful to the producers of The Crowd & The Cloud, Geoff Haines-Stiles and Erna Akuginow, for their feedback throughout the project. We thank all of the individuals who provided insights into their use of and thoughts about the four episodes of the series via surveys and focus groups, and about the digital media via online analytics, surveys and focus groups. We also appreciate SciStarter sharing their website data. About Rockman et al: Rockman et al is an innovative research, evaluation, and consulting company that specializes in examining critical issues in formal and informal education. The Rockman team includes evaluators with diverse backgrounds and skill sets who help clients answer critical questions in clear, direct, and honest ways. Rockman et al has served as the lead evaluator for numerous projects funded by the National Science Foundation as well as several other public and private funding agencies. -
9 WHY IMPACT EVALUATION MATTERS in SCIENCE COMMUNICATION Science Communication Practice
Why impact evaluation matters in science communication: Or, advancing the science 9 of science communication Eric Allen Jensen Introduction Science communication activities have different agendas, audiences and venues, but most share the goal of making scientific or technical knowledge and research more accessible for public audiences to understand, discuss or debate. But this leaves open the fundamental questions: What counts as effective science communication? What difference is our science communication making? How can we measure whether the communication approach was effective at developing impact? These questions are fundamental to the science communication enterprise (see, for example, National Science Board [2006]), as their answers provide the pathway to improvement in practice over time. Impact is the overall net outcomes or results of an activity or intervention (intended or unintended) for individuals or groups. Note that changes or ‘impacts’ can be in negative or dysfunctional directions (Jensen, 2015b). Impacts could include, for example, development in learning about a specific topic; attitude change; a greater sense of self-efficacy; enhanced curiosity or interest in a subject; and improved skills or confidence. Despite over two centuries of public science communication practice, there is no consensus on what counts as ‘success’ for 213 SCIENCE COMMUNICATION IN SOUTH AFRICA public engagement and informal science learning initiatives.1 The lack of good evaluation practice across the field is certainly a key contributor to this state of affairs (Jensen, 2015a). Industry standard evaluation conducted across the science communication field comprise a rogue’s gallery of errors and poor practice at each stage in the process from research design to instrument design, sampling, analysis and interpretation. -
D6.6 Innovation Management Plan: “Making Citizen Science Work” Ditos
DITOs D6.6 Innovation Management Plan: “Making citizen science work” Grant agreement no. 709443 DITOs Doing It Together science Coordination & Support Action D6.6 Innovation Management Plan: “Making citizen science work” Work Package: 6 Due date of deliverable: Month 30 Actual submission date: 30 / 11 / 2018 Start date of project: June 01 2016 Duration: 36 months Lead beneficiary for this deliverable: UCL Contributors: Alexandra Albert, UCL; Muki Haklay, UCL Reviewer: Erich Prem, Eutema; Claudia Göbel, ECSA, Bálint Balázs, ESSRG Project co-funded by the European Commission within the H2020 Programme (2014-2020) PU Public X Confidential, only for members of the consortium (including the Commission CO Services) EU-RES Classified Information: RESTREINT UE (Commission Decision 2005/444/EC) EU-CON Classified Information: CONFIDENTIEL UE (Commission Decision 2005/444/EC) EU-SEC EU-SEC Classified Information: SECRET UE (Commission Decision 2005/444/EC) This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 709443 Disclaimer PU Page 1 Version 1.0 DITOs D6.6 Innovation Management Plan: “Making citizen science work” The content of this deliverable does not reflect the official opinion of the European Union. Responsibility for the information and views expressed herein lies entirely with the author(s). All ‘Doing It Together science’ (DITOs) consortium members are also committed to publish accurate and up to date information and take the greatest care to do so. However, the DITOs consortium members cannot accept liability for any inaccuracies or omissions nor do they accept liability for any direct, indirect, special, consequential or other losses or damages of any kind arising out of the use of this information.