Scholarship on climate information use has focused significantly on engagement with practitioners as a means to enhance knowledge use. In principle, working with practitioners to incorporate their knowledge and priorities into the research process should improve information uptake by enhancing accessibility and improving users' perceptions of how well information meets their decision needs, including knowledge credibility, understandability, and fit. Such interactive approaches, however, can entail high costs for participants, especially in terms of financial, human, and time resources. Given the likely need to scale up engagement as demand for climate information increases, it is important to examine whether and to what extent personal interaction is always a necessary condition for increasing information use. In this article, we report the results from two experimental studies using students as subjects to assess how three types of interaction (in-person meeting, live webinar, and self-guided instruction) affect different aspects of climate information usability. Our findings show that while in-person interaction is effective in enhancing understanding of climate knowledge, in-person interaction may not always be necessary, depending on the kinds of information involved and outcomes desired.
1.Univ Michigan, Sch Environm & Sustainabil, Ann Arbor, MI 48109 USA 2.Univ Chicago, Harris Sch Publ Policy, Chicago, IL 60637 USA 3.Univ British Columbia, Dept Forest & Conservat Sci, Vancouver, BC, Canada 4.Aspen Global Change Inst, Basalt, CO USA 5.Ohio State Univ, Dept Food Agr & Biol Engn, Columbus, OH 43210 USA 6.Univ Connecticut, Dept Civil & Environm Engn, Storrs, CT USA
Recommended Citation:
Lemos, Maria Carmen,Wolske, Kimberly S.,Rasmussen, Laura V.,et al. The Closer, the Better? Untangling Scientist-Practitioner Engagement, Interaction, and Knowledge Use[J]. WEATHER CLIMATE AND SOCIETY,2019-01-01,11(3):535-548