Bringing research alive through stories: reflecting on research storytelling as a public engagement method
Bringing research alive through stories: reflecting on research storytelling as a public engagement method
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通过故事让研究活跃起来：反思研究讲故事作为一种公众参与方法
DOI：
10.14324/rfa.06.1.20
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发表时间：
2022
期刊：
影响因子：
--
通讯作者：
F. Cleaver
中科院分区：
文献类型：
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作者：
Judith E. Krauss;Suma Mani;Jonas Cromwell;Itzel San Roman Pineda;F. Cleaver
故事对于理解我们的生活和研究至关重要。因此，来自谢菲尔德大学的12名研究人员从2019年9月到11月接受了为期三个月的培训，学习如何将他们的研究经历转化为易于理解的10分钟口语故事。最后，作为经济和社会研究理事会社会科学节的一部分，举办了一个讲故事的夜晚，来自不同学科的研究人员讨论了全球南方不同实地的各种自然-社会动态。通过对讲故事者和观众进行定性访谈，反思培训过程和表现，我们的研究回答了研究问题：从一个跨学科的研究人员群体中，为公众参与研究讲故事，会产生什么样的经验教训？我们的研究通过关注跨学科研究讲故事，讲十分钟的故事，汇集讲故事者和观众的观点，并为研究人员和从业者提供实用的建议，来解决文献中的空白。我们认为，研究讲故事可以有不同的好处，为研究人员和听众，促进学习在一个可访问的格式，增强自信心，并帮助（联合国/重新）学习学术交流。然而，专业指导和同行支持以及道德敏感性至关重要。
Stories are vital in making sense of our lives – and research. Consequently, 12 researchers from the University of Sheffield underwent a three-month training process from September to November 2019 to learn how to shape their research experiences into accessible, ten-minute, spoken stories. This culminated in a storytelling evening as part of the Economic and Social Research Council’s Festival of Social Science, at which researchers from different disciplines discussed various nature–society dynamics in diverse field sites in the Global South. By reflecting on the training process and the performance through qualitative interviews with storytellers and audience members, our study answers the research question: What lessons emerge from an interdisciplinary group of researchers engaging with research storytelling for public engagement? Our study addresses gaps in the literature by focusing on interdisciplinary research storytelling, spoken ten-minute stories, bringing together storytellers’ and audience’s viewpoints, and providing practical recommendations for researchers and practitioners. We argue that research storytelling can have diverse benefits for both researchers and listeners by promoting learning in an accessible format, boosting self-confidence and helping (un/re)learn scholarly communication. However, professional guidance and peer support, as well as ethical sensitivity, are crucial.