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A detailed look at various ways to conduct research for public scholarship Traditional research practices have often been critiqued for resulting in a wellspring of research that circulates exclusively within academic circles and garners small readership. With opinions and values shifting in the world of academia, public scholarship is on the rise. Popularizing Scholarly Research: Research Methods and Practices focuses on how to use and implement both traditional and emergent research methods in order to contribute to public scholarship. This book contextualizes the role of digital resources such as blogs, social media, and email in the move toward making scholarship accessible and explains the role of research methods in knowledge construction and dissemination. Drawing from the authoritative Oxford Handbook of Methods for Public Scholarship, an impressive list of interdisciplinary contributors expand on survey research, interviews, oral history, ethnography, autoethnography, evaluation, literature, visual art, health theatre, narrative film, and a range of methods that rely on the internet and social media. Because of this and Patricia Leavy's robust introduction and supplementary resources, this book is an essential resource for scholars looking to create more accessible research and further the efforts of public scholarship.
A roadmap to guide individuals on the ever-changing path of public scholarship The academic landscape is shifting greatly in the 21st century, and modern researchers must be able to navigate this sphere. With increased communication via the Internet and social media, researchers have developed new ways of conducting and representing research. Popularizing Scholarly Research: The Academic Landscape, Representation, and Professional Identity in the 21st Century explains how research has turned from disciplinary to transdisciplinary, the new structures research may take, as well as what a scholar's professional life may look like. An impressive list of contributors cover transdisciplinary research, public intellectuals, audience and voice, creative nonfiction, writing collaboratively, visual images, writing for broad audiences, academic blogs, publicity, funding, and public policy. Additionally, Patricia Leavy includes supplemental resources to augment the information presented by contributors. Taking influence from Oxford Handbook of Methods for Public Scholarship, this book is required for anyone who wants to understand and keep up with modern research practices and build a career in this shifting arena.
This book offers students, academics and professional researchers a broad survey of ways to popularize research. Although each chapter discusses unique experiences, each follows a standard format, touching upon common elements: outlining what the research popularized was about, why the decision to popularize it was made, why certain media and genres were employed, what lessons researchers learned in the process, and how audiences responded. Throughout the book, readers are directed to the book's accompanying website, an excellent resource for highlighting how examples in the book come to life, what they sound like, and what they look like. Written in a clear and accessible style, this volume avoids specialized terminology and instead employs basic language that any student, academic, and professional across the social sciences and humanities will understand.
"The preceding quote speaks to a shift in how many are thinking about the purpose and practice of scholarly research. Today, more people view research that is inaccessible to public audiences and disconnected from public needs, to be of little value. While public scholarship has always existed, and been a regular part of the academic/public discourse since the 1960s (Denzin & Giardina, 2018), it has gained considerable attention over the past two decades. This is significant as it has ushered in largescale debates about the nature and role of academic research in society. These debates have occurred in both academic and nonacademic communities"--
"The research landscape has changed dramatically over the past couple decades. As we have moved from a disciplinary to transdisciplinary terrain, as our means for communicating have increased with the Internet and social media, and as we've developed new ways of doing and representing research, the structures our research may take have also changed, as have what our professional lives may look like"--
In the 1920s an international team of scientists and miners unearthed the richest evidence of human evolution the world had ever seen: Peking Man. After the communist revolution of 1949, Peking Man became a prominent figure in the movement to bring science to the people. In a new state with twin goals of crushing “superstition” and establishing a socialist society, the story of human evolution was the first lesson in Marxist philosophy offered to the masses. At the same time, even Mao’s populist commitment to mass participation in science failed to account for the power of popular culture—represented most strikingly in legends about the Bigfoot-like Wild Man—to reshape ideas about human nature. The People’s Peking Man is a skilled social history of twentieth-century Chinese paleoanthropology and a compelling cultural—and at times comparative—history of assumptions and debates about what it means to be human. By focusing on issues that push against the boundaries of science and politics, The People’s Peking Man offers an innovative approach to modern Chinese history and the history of science.
The prevailing view of scientific popularization, both within academic circles and beyond, affirms that its objectives and procedures are unrelated to tasks of cognitive development and that its pertinence is by and large restricted to the lay public. Consistent with this view, popularization is frequently portrayed as a logical and hence inescapable consequence of a culture dominated by science-based products and procedures and by a scientistic ideology. On another level, it is depicted as a quasi-political device for chan nelling the energies of the general public along predetermined paths; examples of this are the nineteenth-century Industrial Revolution and the U. S. -Soviet space race. Alternatively, scientific popularization is described as a carefully contrived plan which enables scientists or their spokesmen to allege that scientific learn ing is equitably shared by scientists and non-scientists alike. This manoeuvre is intended to weaken the claims of anti-scientific protesters that scientists monopolize knowledge as a means of sustaining their social privileges. Pop ularization is also sometimes presented as a psychological crutch. This, in an era of increasing scientific specialisation, permits the researchers involved to believe that by transcending the boundaries of their narrow fields, their endeavours assume a degree of general cognitive importance and even extra scientific relevance. Regardless of the particular thrust of these different analyses it is important to point out that all are predicated on the tacit presupposition that scientific popularization belongs essentially to the realm of non-science, or only concerns the periphery of scientific activity.
J.B.S. Haldane (1892-1964) is widely appreciated as one of the greatest and most influential British scientists of the 20th century, making significant contributions to genetics, physiology, biochemistry, biometry, cosmology, and other sciences. More remarkable, then, is the fact that Haldane had no formal qualification in science. He made frequent appearances in the media, making pronouncements on a variety of poignant topics including mining disasters, meteorites, politics, and the economy, and was a popular scientific essay writer. Haldane also was famed for conducting painful experiments on himself, including several instances in which he permanently injured himself. A staunch Marxist and convert to Hinduism, Haldane lived a diverse, lively and interesting life that is still revered by today's science community. A biography of Haldane has not been attempted since 1968, and that book provided an incomplete account of the man's scientific achievement. "The Life and Works of J.B.S. Haldane" serves to fix this glaring omission, providing a complete biographical sketch written by Krishna Dronamraju, one of the last living men to have worked personally with Haldane. A new genre of biographies of 20th-century scientists has come into being, and thus far works have been written about men like Einstein, Oppenheimer, Bernal, Galton, and many more; the inclusion of Haldane within this genre is an absolute necessity. Dronamraju evaluates Haldane's social and political background, as well as his scientific creativity and accomplishments. Haldane embodies a generation of intellectuals who believed and promoted knowledge for its own sake, and that spirit of scientific curiosity and passion is captured in this biography.
This book offers a comprehensive overview of TED talks as a digital-multimodal video genre, exploring the ways in which myriad rhetorical, structural, digital, and multimodal resources are used to communicate scientific knowledge to lay audiences. Drawing on insights from genre analysis, the systemic functional approach to multimodal discourse analysis, and the social semiotic approach to multimodality, the volume examines the communicative contexts in which TED talks are constructed, their rhetorical structure, the deployment of multimodal tools, and diachronic developments. The book reflects on the ways in which TED talks are uniquely positioned to offer new insights into how experts disseminate scientific knowledge for non-specialist audiences, constructed as they are within a community defined by a fluidity and diversity of audiences and speakers. The volume offers strategies for not only making the process of disseminating specialized knowledge more engaging and accessible but also expanding their own semiotic and communicative repertoires, increasingly crucial in our digitally driven era. This book will be of interest to students and scholars of English for Specific Purposes, multimodality, discourse analysis, and digital communication.
Recent scholarship has revealed that pioneering Victorian scientists endeavored through voluminous writing to raise public interest in science and its implications. But it has generally been assumed that once science became a profession around the turn of the century, this new generation of scientists turned its collective back on public outreach. Science for All debunks this apocryphal notion. Peter J. Bowler surveys the books, serial works, magazines, and newspapers published between 1900 and the outbreak of World War II to show that practicing scientists were very active in writing about their work for a general readership. Science for All argues that the social environment of early twentieth-century Britain created a substantial market for science books and magazines aimed at those who had benefited from better secondary education but could not access higher learning. Scientists found it easy and profitable to write for this audience, Bowler reveals, and because their work was seen as educational, they faced no hostility from their peers. But when admission to colleges and universities became more accessible in the 1960s, this market diminished and professional scientists began to lose interest in writing at the nonspecialist level. Eagerly anticipated by scholars of scientific engagement throughout the ages, Science for All sheds light on our own era and the continuing tension between science and public understanding.