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Developing Research Briefs as Tools for Science Communication with Broader Audiences
Poster Session C, Saturday, September 13, 11:00 am - 12:30 pm, Field House
Rachel Pizzie1, Rachel Sortino1, Christina Kim1, Casey Spelman1, Bradley White, Ilaria Berteletti1, Lorna Quandt1, Melissa Malzkuhn1; 1Gallaudet University
The Visual Language and Visual Learning (VL2) Research Center at Gallaudet University has studied the effects of visual language on the development of cognition, language, and literacy for nearly two decades. Because this research focuses on American Sign Language (ASL) and d/Deaf, DeafBlind, and hard of hearing (DDBHH) individuals, science communication is a top priority through materials developed across spoken, written, and signed language modalities. One dissemination tool is research briefs that can be widely shared with the general public. The goal of the briefs is to make research findings accessible and applicable by creating digestible summaries. Scientists also make recommendations that educators and caregivers can use to best support healthy development for DDBHH children. Thirteen VL2 research briefs have been written in English for a non-academic audience and then summarized into bite-size ASL videos that highlight key takeaways from each brief. Many of the briefs have been translated into written Spanish and Mandarin. The VL2 team, with colleagues and partners, has developed research briefs on a wide range of topics, from the importance of fingerspelling in reading development to supporting DDBHH children’s socio-emotional development. Each research brief is authored by a team of scientists and science communicators, with unique citations to reference in future publications. VL2’s most recent brief focuses on math anxiety and numeracy, spotlighting novel content related to quantitative skill development in DDBHH learners. Math anxiety is a significant challenge for math achievement. Highly math anxious DDBHH individuals show poorer STEM outcomes, a pattern observed in hearing students. Whereas math anxiety and numerical skills might seem to be a departure from prior briefs that focused primarily on supporting language acquisition, for many DDBHH children, language skills are key to developing numerical skills. Some DDBHH students are at risk of falling behind their hearing peers with numerical skills, and there is evidence that delayed exposure to accessible language, rather than hearing loss, explains delays in DDBHH children’s math skills. In the brief, the authors focus on evidence-based strategies for remediating math anxiety, and emphasize the importance of accessible language for DDBHH children in developing language and quantitative skills. Importantly, the authors provide examples of what strategies could look like at home and in the classroom so educators and caregivers can immediately apply what they have learned. The research brief utilizes figures and infographics to convey information, and recommendations for activities and tips for key stakeholders. This research brief was developed in collaboration with trainees and members of the VL2 research team, using an iterative review process and consideration of best practices in science communication. In addition, the research brief has been summarized in ASL videos, making content accessible and friendly to DDBHH community members. Neuroscience research must prioritize making science more accessible to a general audience, encouraging stakeholders to engage with evidence-based practices for education, and cognitive and language development. By making science communication more accessible, neuroscientists create vital connections for everyone to understand the links between scientific findings and benefits for society.
Topic Areas: Development of Resources, Software, Educational Materials, etc., Signed Language and Gesture