I’m very excited to present a new paper on blogging that is a direct result of me blogging! The paper is co-authored with some of the awesome ecology bloggers I have been following for years.
I’m proud to fly the flag for the southern-hemisphere blogosphere. Social media are dominated by the northern hemisphere, particularly North America. The timezone effect and geographical silos have a strong effect on how academics interact via social media, and southern hemisphere perspectives can be easily overlooked. Yet, compared to the northern hemisphere, the southern hemisphere has more countries, plenty of unique ecosystems and wildlife, and quite different higher education and academic systems! So I really hope this paper inspires more southern hemisphere ecologists to engage with blogs. Continue reading
I have been blogging here at Ecology is Not a Dirty Word for 7 years this month! Thank you to everyone who has read and shared my posts over the years!
I remember registering this site, keeping it private and then sitting on it until I decided if it was a good idea. Eventually I gave up deciding and wrote my first post…and I’m glad I did.
Here are a few things I’ve learned about ecology blogging over the years:
What is an Ecology blog? Ecology blogs weren’t really a ‘thing’ when I started, so I had no baseline to work off. And not much has changed, according to a Google trends search for “ecology blogs” vs. “science blogs”. The red line is ‘ecology blogs’ (i.e. no data):
If you ask bloggers and readers, everyone has different opinions on what an ecology blog is. Some ecology blogs are academics writing about doing ecology for their peers; some explain ecological science or application to a general audience; some do both. I prefer audience diversity so I aim for both. But I get far more engagement from non-academic audiences, which I love (see my top posts below). I think it really helps to start blogging with a particular audience in mind, but it’s also okay if that changes over time. Continue reading
Science and humanities are often segregated in education and professional development. Even as a personal interest, the two disciplines are usually considered incompatible. In reality, they are complementary. Imagine if all science degrees included core humanities subjects in the first year? How would scientists, and science, benefit from a basic humanities perspective? This series looks for answers in some of the most common humanities disciplines.
Mentioning the word ‘humanities’ in a room full of scientists is pretty risky. For some scientists, there is a stigma attached to the study of ‘arty’ subjects. The process of research and inquiry in classics, history, literature and anthropology is very different to the scientific method. Yet neither approach is wrong, both are equally creative, and both have the ultimate goal of discovering and sharing knowledge. Having studied and worked in both disciplines, I can’t see any way that one is more rigorous than the other. But there is a huge difference in the way that most students are educated in each discipline. Humanities courses, in particular, are often better at teaching students how to write.
Science is about generating and sharing knowledge to build our collective wisdom. So communicating the results of scientific research is a core responsibility of a scientist…something that has become a bit of a topical issue. Experts of various disciplines have been sharing great ideas through blogs, popular science media and academic journals on how scientists can communicate more effectively. However, the majority of these pieces focus on communication as a practising scientist, i.e. after graduation. Far less attention is given to how communication skills can be enhanced prior to starting a science career by top-down initiatives at the education level. Continue reading