ABSTRACT
Despite the potential of interactive video and sophisticated new narrative choices beyond the sequential asymmetrical restrictions encountered in historical analogue modes of AV representation, online science video has not (yet) lived up to the promise. In their conclusion, León and Bourk discuss several reasons for the limited presence of interactive innovations in online science video content, including the migration of television content and production sources to the Internet, as well as the low production quality of much user-generated content opting for more ‘authentic’ amateur styles that suit limited budgets. Notwithstanding the limited evidence of innovation, there are encouraging developments including vlogs, webdocs and animated video, such as stop-motion innovations, ideally suited for short-length formats.
León and Bourk reiterate other emerging themes from the three-year multi-method examination by 15 international researchers from nine universities and their content analysis of more than 826 online videos, extensive literature review, and interviews with production and academic experts. In conclusion, the editors discuss the challenges that science communicators face, including overcoming long-standing stereotypes, which piggyback onto new memes such as ‘fake news’ and ‘the climate change myth’ that have entered the popular lexicon, as well as possible responses to reinforce public trust in those communicating and participating in the never-ending story of scientific knowledge.
