Abstract
The need for more democratic models of interaction between scientists and non-expert audiences, the current commodification of research and the advancements of digital affordances have recently given rise to new online genres for science dissemination, such as the graphical abstract, increasingly demanded by high-impact journals despite its uncertain function. In this paper, I examine the problems posed by this hybrid genre as to the implementation of dialogical and more democratic models of science dissemination; namely, inferential confusion of concepts and narrative sequences, trivialisation and overall interpretive complexity, all of them caused or affected by visual stylisation. After scrutinising over 1000 graphical abstract samples from science blogs, research networks and random finds published in specialised high-rank international journals, I provide a taxonomy of stylisation and make the case for the explicit visual literacy training of students and scholars, as well as for a higher level of specification in the guidelines for potential authors of scientific journals.
Highlights
The idea that the publics are untrained in scientific matters and persuadable and in need of content simplifications and popularisations, as the deficit model of science dissemination has traditionally held, does not always apply, and even if it did, more dialogic models of dissemination are underway
Walker at the University of Massachusetts to investigate the absence of menopause among those primates, supposedly subjected to abusive and unnecessary cruel treatments in the laboratory
The classification of stylisation types presented as outcome in this article results from the scrutiny of over 1000 GA samples from science blogs2 and research network forums, such as Academia.edu and ResearchGate, as well as from random findings in scientific journals and GAs discovered by specialist teachers from my university (Universidad Politécnica de Madrid)
Summary
Digital affordances and the pursuit of more democratic paradigms of science dissemination have introduced new discursive practices in academic discourse. As it is required from scholars to transmit scientific content visually and multimodally, they are supposed to take on the role of graphic designers and filmmakers, unless they commission the task to professionals. One may wonder about the social role of science bloggers, as they appear to be the only members of the scientific community who publicly criticise the efficacy of GA designs across disciplines They perform the function of ‘whistle-blowers’ warning other experts against the effects of particular graphical choices and showing them how these may generate miscommunication at two different yet intertwined levels: in the interpretation of the scientific message and the greater or lesser trivialisation of the interaction. Cultural and scientific background and their acquaintance with the principles of visual representation, journal guidelines should inform of these principles, offer commented contrasts between desirable and ineffective practices, and stimulate reflexive creativity rather than achieving a unification of conventions through rigid graphical restrictions
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