Category Archives: science communication

Are we building imagination that lasts? Geoscience Differently and Imagination Engines.

Imagination Engines and Infrastructures – June 2026

This month my understanding of imagination has been challenged and made me reflect on my past work. Are we investing in ways that sustain its impact or just creating moments? Find out more below.

Welcome to June’s edition of the GeoSkinner newsletter, just in time! It is marking season and the volume of concentrated reading is something my ADHD brain struggles with. Forcing myself to focus, along with the emotional drain and worrying about being unfair to students, has triggered a couple of migraines. But hey, I got here in the end.

Regular readers of my newsletter will appreciate that imagination, and its importance to science, is a common theme. We need well-developed imaginations so we can envisage problems, identify solutions, and collectively find alternative futures that give us the hope that they can become reality.

My interest in, and research on, imagination has been inspired and shaped by my former mentor and all-round science hero, Professor Hannah Cloke OBE. Hannah has been talking about how crucial imagination is to disaster communications for years and recently gave a brilliant keynote The Climate Futures We Dare to Imagine – click the link to watch it on YouTube or read her related thoughts in this article for The Conversation.

In both, Hannah introduces the concept of imagination infrastructure to a flood management context as “the building blocks of society’s shared understanding”. She goes on to describe how a flood warning or a photograph of a flooded street can act as imagination infrastructure.

Last summer, I was equally inspired by the Interrogating Imagination Infrastructure report from Joseph Rowntree Foundation. I used the ideas from the report to help develop my ‘Play your Research’ workshops, encouraging early career scientists to think of their work as imagination infrastructure.  The report describes how the idea emerged to help frame the resources that help communities collectively visualise alternative futures. It also describes how the rapid growth in research using imagination infrastructure has led to the use of many different terms, frames, and directions.

A river valley in computer graphics
Can Flash Flood! be considered imagination infrastructure?

On the one hand, imagination infrastructure is used to describe anything that provides support to people’s imaginations – a warning, a story, a photo, for example. Here, the structural element is applied cognitively. Through showing someone a photo of a familiar yet flooded street, you provide them the cognitive structure to visualise what this might be like on their own street. Thus, the photograph becomes the imagination infrastructure.

However, Interrogating Imagination Infrastructure implores us to think “infrastructurally” about imagination, where infrastructures: are created by and support social practice; can be ‘hard’ (e.g., roads) or ‘soft’ (e.g., movement of information); are shaped by regulations and standards; and, require maintenance. In this understanding, imagination infrastructures are something more than cognitive structures, they are the way they are created.

I find thinking infrastructurally about imagination a useful idea. It calls on us to be deliberate in investment, to continuously support and maintain, and to pay attention to who, and who does not have access. It tells us that building true imagination infrastructure isn’t just building moments, it’s building something that lasts.

Considering this led me to a distinction that I found useful – where the infrastructure exists to build and, importantly, sustain imagination over the long-term, individual resources should instead be considered as imagination engines:

  • The flood warning is an engine – the processes and models that produce and distribute it is the infrastructure.
  • The photo of the flooded street is an engine – the means of capturing, collating, and disseminating such images is the infrastructure.

This distinction might seem arbitrary1, but it provides a useful reflection on practice and its usefulness. My own past work has involved creating lots of imagination engines, for example the Flash Flood! VR experience2.

Laptops on a table as part of an event, surrounded by Earth Arcade banners.
If Flash Flood! was an imagination engine was the Earth Arcade imagination infrastructure?

As an activity, Flash Flood! helped people visualise what a flood might look like in a virtual river valley and it made people more interested in learning about flooding – it was an imagination engine. However, it was not supported by imagination infrastructure and that limited its impact. The experience itself has not been used for years and it is likely obsolete for newer VR headsets. To have got the most out of the project, I would need to have put more effort into the infrastructure surrounding it – on reflection, this is what my Earth Arcade project could have been.

This does not mean that imagination engines have no value or are inferior to imagination infrastructure. In fact, they are both vital. The engine is the motor that gets the imagination running, the infrastructure is the open road that sets it free.

I’d love to know:

Are you building imagination engines or infrastructure in your work? Or, do you think the distinction is not helpful? Let me know in the comments below.

1Interrogating Imagination Infrastructure itself warns that the term could become problematic if not applied metaphorically.

2Incidentally, only possible thanks to Hannah’s support, encouragement, and funding via the NERC-FFIR programme.

Dangers & Dwellers is a group roleplaying card game created by Games for Geoscience regulars Emanuelle Intrieri, Samuele Segoni, and Francesco Cardi from the University of Florence (L’Università di Firenze). The action takes place on a fictional island that faces many hazards, including floods, hurricanes, and earthquakes, and players (or teams) assume roles in the island’s governance and take actions to manage the risks. You win if you reach the end of Turn 6 with your island’s happiness, wealth, and population all above 0.

I was sent a print & play version of the game and after a long evening of printing, cutting, and laminating, I played the game with my 2nd-year Environmental Hazards students. In the first attempt, still figuring out how to play, we were out of the game by turn 3, but on our second go we were equipped with better strategies and only lost on the final, big, Level III hazard.

The game was fun to play and benefitted from multiple attempts. It demonstrates the balance of hazard likelihood and impact, different priorities across different groups, and the cumulative impacts of multiple hazards well in a ‘show, don’t tell manner’. Unfortunately, with only two hours I did not get a chance to run a debrief with the students but this was a very enjoyable way to finish the module for the year.  

Do you know a geoscience-themed game I should play?

I have uploaded six new videos to the GeoSkinner 360 channel. This channel is dedicated to only 360 videos, where you change the viewing angle within the video. The six videos were all filmed whilst I was in Edinburgh with our 2-year students and cover several sites that we visited or they used for their projects. Below is a preview of a flood tour I took down the Water of Leith – to get the most of the video, view it using the YouTube App on a mobile device with the highest resolution you can make work.

These videos are part of the imagination infrastructure for my teaching. Students need to design research projects in these sites having never visited them and these videos form just one of the resources available to them to imagine what that would look like.

GeoSkinner’s (mostly) monthly newsletter is for geoscientist students, researchers, educators, and communicators wanting to do things more imaginatively.

With each newsletter, you will find:

  • Geoscience Differently: A big idea about doing geoscience differently
  • Imagination Engines: Examples of inspiring and creative work by others
  • Behind-the-scenes updates from my projects and signposting to useful resources

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Find me at EGU26. Presenting, research, 360 videos. Including Games for Geoscience updates.

Find me at EGU26 – April 2026

This last month has seen me survive my first half-semester of full-time teaching. The job feels like it fits me like a glove though and I am definitely in my happy place in the classroom. Teaching weeks can feel relentless, delivering your material and making sure you have stuff prepared for future sessions, as well as keeping on top of the many admin tasks. My ADHD brain works best when it is this just-in-time mode of working but the sustained focus is exhausting. The Easter break therefore has been very welcome!

As well as time off, I have had a bit of space to prepare some teaching in advance, aware that I am away for two weeks in the next month and need to get ahead. I’ve also had a little bit of time to think about research, beginning conversations with collaborators about an exciting new project for the summer – more on that in a future post, I’m sure.

The EGU general assembly is a big date in my annual diary. If I’m honest, it’s the highlight of my year and something I really look forward to. I’ve been very fortunate to have been awarded internal funds from York St John University to attend this year, and I am set to have a busy week, as I explain below.

I will be attending virtually on Monday 4th May, travelling Tuesday 5th, and attending in person Wednesday 6th to Friday 8th, travelling back on Saturday 9th May. If you’d like a catch-up/chat, please get in touch at c.skinner@yorksj.ac.uk and we can put something in the diary.

Most importantly, I am delivering two presentations, both on Friday 8th May:

EGU26-13186 | Orals | EOS3.2 | Fostering connection and advocacy: Creating a neurodivergent network at EGU  | Christopher Skinner, Simon Clark, Ana Bastos, Lucile Turc, Arnaud Beth, and Ana Cristina Vasquez | Fri, 08 May, 14:15–14:25 (CEST)   Room -2.92

At EGU25, a bunch of us discussed starting a network to support neurodivergent geoscientists. We also ran a survey to capture the experiences of neurodivergent attendees at the conference. It led to the start of an online community and the submission of a report to the EDI committee. In this presentation, I will talk about this experience.


EGU26-5395 | Posters on site | HS2.2.7 | Adventures in Model Land: Using tabletop roleplay games to explore the abstract worlds of numerical models  | Christopher Skinner, Erica Thompson, Jessica Enright, Rolf Hut, Sam Illingworth, and Elizabeth Lewis | Fri, 08 May, 16:15–18:00 (CEST)   Hall A | A.1

If you have been reading my newsletter for a while, you will be familiar with Adventures in Model Land already (if not, read more here). Last year I shared a poster in the Games for Geoscience session and this year I’m presenting to modellers in one of my favourite sessions, led by Diana Spieler.

On Adventures in Model Land, I will be seeking interest in a project pairing modellers up with artists to conceive and create new model lands. If you’d be interested, please get in touch using c.skinner@yorksj.ac.uk

In addition, I’m involved in two other presentations that will sadly happen on days I’m not there or am travelling:

EGU26-13856 | ECS | Posters on site | GM3.3 | The role of sediment transport in amplifying flooding | Josh Wolstenholme, Christopher Skinner, Christopher Hackney, Matthew Perks, and Daniel Parsons | Mon, 04 May, 10:45–12:30 (CEST)   Hall X3 | X3.13

This is some really exciting modelling work led by Josh that reveals how sediment transport during a single flood event can exacerbate flood risk. These are processes not represented in traditional hydrological and hydraulic models used for flood risk planning and forecasting, potentially meaning we are underestimating real flood risk.

EGU26-18054 | Orals | EOS1.1 | Communication within the UK flood hydrology community: bridging the gaps between science and practice  | Linda Speight, Emma Ford, Anita Asadullah, Louise Slater, Sally Brown, Helen Harfoot, Owain Sheppard, Chris Skinner, Clare Waller, and Thomas Willis | Tue, 05 May, 10:00–10:10 (CEST)   Room 0.15

This work, led by Linda, shares research conducted by the Science and Technical Advisory Group (STAG) of the UK Flood Hydrology Roadmap (UKFHR). The work sought expert views from the hydrological community on why the latest hydrological science and approaches were not leading to innovation in operational practice, and how we can improve this situation.

In addition to my presenting duties, I will also be leading activities for the annual Geoscience Games Day at EGU on Wednesday 6th May. This will be the 9th one in a row! You can get the full lowdown over on the Games for Geoscience webpages but below is a summary of the activities:

EOS1.3 | PICO | Games for Geoscience | Convener: Christopher Skinner | Co-conveners: Rolf HutElizabeth LewisLisa GallagherMaria Elena Orduna AlegriaECS | PICO | Wed, 06 May, 16:15–18:00 (CEST) | PICO spot 4 

Activities kick off at 16:15 with our usual science sharing session, this year in interactive PICO format! This year we have 15 presentations covering both analog and digital games, each with a 2-minute lightning talk followed by an interactive display.

Geoscience Games Night @ EGU25

NET15 | Geoscience Games Night | Conveners: Christopher SkinnerLisa GallagherMaria Elena Orduna AlegriaECSRolf HutElizabeth Lewis | Wed, 06 May, 18:00–19:30 (CEST) | Foyer D 

We then immediately run off to the world-famous Geoscience Games Night. This event gets busier and busier each year, so make sure to come along and play the latest in geoscience gaming. Don’t forget to bring a game or two with you too!

As it will be the 10th anniversary of Games for Geoscience next year, I’m exploring the possibility of marking it with an edited volume or a special issue. I will be seeking interest at the conference and feel free to express interest to me on c.skinner@yorksj.ac.uk

Last year during my River Management module I used Vienna and the development of the ‘three Danubes’ as a case study. Whilst at EGU, I’m planning on using an early morning walk to capture footage with my 360 camera to make a simple virtual field trip for my students next semester. Some of that footage might even make it to a 360 flood tour on my GeoSkinner 360 YouTube channel!

A 360 flood tour of Prague on GeoSkinner360

See you in Vienna in May!

Chris

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Views expressed in this newsletter are mine and do not represent those of my employer. Content and links are provided for informational purposes and do not constitute endorsements. I am not responsible for the content of external sites, which may have changed since this newsletter was produced.

Le-tting-go – March 2026

I’ve been in my new job for two months now and I am pleased to report that I am still loving every second of it. Working with students is full of highs and lows – the last few weeks has had its share of both – but is incredibly rewarding. Although I’ve had plenty of experience lecturing and leading workshops, I’ve not had much experience of the one-to-one tutorial work and I’ve been enjoying getting to grips with this part of the job.

I am especially enjoying getting to use creative and game-based approaches for my Environmental Hazards module. This includes some of my favourite tools and also things I have worked on in the past but never really had the opportunity to use properly. Firstly, I wanted the students to appreciate how individuals had different vulnerabilities and resilience to hazards – we explored this in the context of children and young people using the Help Callum and Help Sali 360 immersive storytelling videos from the Flood Stories project. Five years on from finishing these, this was the first time I had got to use them!

Stop Disasters is absolute classic of the games for geoscience and disaster risk reduction genres. It is made for school kids really, but framed in the right way it can be useful in higher education too. I’ve already used the flood level in my River Management module to explore the ‘art of the possible’ in flood risk management, and a couple of weeks ago I used the tropical storm level in my Environmental Hazards module to allow students to try out counterfactual thinking. We also played Good Morning, a micro-RPG I wrote last year to explore how downward counterfactuals work. I was pleasantly surprised at how well it worked and a good feeling to effectively use a tool I had written.

This month I also got to say a proper goodbye to my former Environment Agency colleagues from the Flood Hydrology Improvements Programme (FHIP). As a dispersed national team, we worked almost entirely remotely and only got together in-person two or three times a year. They chose to meet in York for their first meeting of 2026 so I could join them for dinner. This was such a nice gesture and I was reminded of just how much I miss them all. It still does not feel right that I won’t get to see them all regularly anymore…

Me and some of the FHIPsters in York

Another highlight from the last month was the workshops for the NERC EMBRACE Enviro project. Led by the wonderful Dr Olalekan Adekola, this pilot project is part of the NERC Opening up the Environment call, and seeks to engage members of the refugee and migrant communities with environmental science and careers. Over three days, two groups undertook two days of free training. This included analysing water quality in the lab, GIS, and science communication.

I was involved in the project in the middle of last year, long before my current role was even advertised. I was included as an external consultant – through my side quest as GeoSkinner – to support the science communication training. These workshops then were also my last act as a freelancer and were based on my LEGO(R) Serious Play(R) inspired Play your Research workshops. I helped the participants find and visualise their science and personal stories of the workshop by building with the LEGO bricks.

These workshops never cease to amaze me. The start is often a mix of some being excited at the prospect of playing with LEGO bricks and others being cynical for the same reason. But, once we get going people are surprised by their own imagination and creativity and the insights that they self-reveal are truly incredible. I reflected on the workshop that not only did the participants discover their own stories, their insights highlighted the power of the workshop and the benefits they got from it. It would have been powerful evaluation data.

I have a new paper out! For the last few years I have been part of an International Association of Hydrological Sciences (IAHS) working group on science communication, part of the organisation’s HELPING science decade. The paper reflects the collective work of the group – expertly led by Christina Orieschnig and Soham Adla – and provides a summary of science communication in hydrology and tips to make sure it is effective.

Honestly, many have put a lot more working into this than I have but I’m proud to have contributed and to have my name attached. You can read the open access paper in Hydrological Sciences Journal.

In the last few weeks the organising committee of the European Geoscience Union General Assembly has been working hard wrangling nearly 20,000 abstracts into a conference programme. With 14 abstracts, Games for Geoscience fell just below the threshold for a full science session (talks + posters) so instead this year the session will be PICOs.

I’m a little disappointed as the session usually has a good involvement with those attending virtually, and I have found the poster and PICO sessions far less accessible for virtual presenters and attendees than talks. But, I’m still looking forward to another awesome session and of course, the world famous Geoscience Games Night will be back too!

Next month’s newsletter will be devoted to EGU, including the full programme for the Games for Geoscience session and sharing the contributions I’ll be making at the conference – my first as a academic since before the Covid lockdowns!

See you in April!

Chris

Views expressed in this newsletter are mine and do not represent those of my employer. Content and links are provided for informational purposes and do not constitute endorsements. I am not responsible for the content of external sites, which may have changed since this newsletter was produced.

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Imagination Engines. Inspiring Interactions - Simon Clark.

Inspiring Interactions – Simon Clark

Simon Clark is one of the most successful science communicators on YouTube. His channel, @SimonClark, currently has over 644,000 subscribers and his videos regularly amass hundreds of thousands of views. Although his channel is now focussed on promoting climate literacy it started 15 years ago as a vlog about his experiences as a state-educated student attending University of Oxford. This was significant because Oxford and Cambridge have traditionally been a space for privately-educated students – even today where less than 7% of students are privately educated they make up 30% of student intake at these universities, and historically this has led to a disproportionate under-representation of state-educated citizens in important roles (e.g., 65% of senior judges are privately-educated). It’s clear that his representation of the state-educated voice in that arena resonated with many people.

What I have found inspiring about Simon is how he has managed re-invent and evolve his channel throughout his career. From that original vlog, through his time doing a PhD at the University of Exeter, to going full-time afterwards, and now focussing on climate literacy. He has adapted and grown with his audience whilst remaining true to himself and the content he wants to make and feels is important. Recently, he has been open about struggling with YouTube’s algorithm and the threat that poses to his livelihood – this led to another re-invention and the incorporation of some physical models into his videos. Simon makes these by hand and they are beautiful and he has been rewarded with millions of views. It’s imagination, it’s craft, and it’s realness – all the things I think people yearn for.

I’m also inspired by Simon as he is living my dream in many ways. He gets to be creative, share knowledge, and inspire people to learn every single day. He has already achieved my ambition and written a book (with an excellent audiobook version read by Simon himself). Like me, he’s a big gaming and Warhammer fan and successfully brings these into his work (seriously, check out his awesome Hawaiian Orks). When I put together videos for my YouTube channel, I looked to Simon’s for ideas – how can I put it together, how do I tell the story, how can I film this? Simon also co-hosted a brilliant podcast How to Make a Science Video with Sophie Ward where they chatted to other science creators. It is so jammed with useful insights and ideas that I highly recommend you listen if you want to make science videos.

I asked Simon some questions about imagination and his work.

Why is imagination important to the work you do?

Imagination is vital to me for two reasons. Firstly, YouTube is such a crowded marketplace that anyone not being imaginative in how they present their work risks being crowded by any number of content creators making things by the book. By making things that no one has ever made before, you stand out in a competitive niche. But more than that, and this is the second reason, it’s deeply fulfilling. I would never dream of referring to myself as an artist, but I think there is a part of me that clamours to express itself via art. Making videos is of course itself an art form, but trying to innovate and ask “what could I do here that’s unique” provides another level of artistic fulfilment.

How do you keep your imagination sharp?

I firmly believe that in order to create art you must consume art, and so I’m almost constantly hunting for new stimuli in the form of videos, podcasts, ideas, films, games, but particularly music. I’m one of those people who absolutely rinses their Spotify subscription. I think being exposed to new ideas in one medium – such as music – makes you question preconceptions and biases you have in other media forms. And doing that is the first step to creating something innovative. Which is the other key component – in order to create… you need to create! So I try to do something creative, whether that’s painting or singing or writing or videomaking, every day.

What are you currently working on that you would like to shout about?

I’m in the very early stages of a mammoth video that’s a sequel of sorts to my tiny Earth video. I can’t say much, but it’s going to be big in scale and involve very small models. And trains.

This post was originally published as part of the Imagination Engines newsletter. To get my content earlier and straight to your email subscribe using the box below:

Views expressed in this newsletter are mine and do not represent those of my employer. Content and links are provided for informational purposes and do not constitute endorsements. I am not responsible for the content of external sites, which may have changed since this newsletter was produced.

Imagination Engines. Crafting Connections - Science Communication in a Digital Age

Crafting Connections: Science Communication in a Digital Age

I listen to the radio to help me focus on work. The station I often choose is called Absolute 80s and essentially plays the same ‘Best of the 80s’ CD collection on shuffle every day as far as I can tell. During the adverts, a narrator beckons me to join “Real Dating for Real People”. No thank you, I am a happily married man, I reply, and besides, if I was looking I’d be looking for a dating agency just for an imaginary girlfriend. The station’s ident, I think now voiced by Julian Barratt, then tells me “Absolute 80s, where real music matters” before they play the theme from Ghostbusters.

I’ve always found the way advertisers use language fascinating. For example, around about when Michael Gove unhelpfully spouted “People have had enough of experts” ushering in the erosion of trust in evidence-based approaches, toothpaste commercials transitioned from phrases like “scientifically formulated” and “chosen by experts” to “pro-experts”, and eventually to “professionally formulated”. The term professional seemingly became more palatable than scientific and expert – I tried using this on my online profiles, labelling myself as a ‘professional researcher’ rather than as a scientist.

It would seem today that ‘real’ is an favoured buzzword for advertisers. They are usually well informed about the zeitgeist and they are tapping into a genuine desire for experiences that are genuine, authentic, and human. The digital world has transformed the way we live – and artificial/abominable intelligence (AI) is transforming it again – yet this yearning for connection, for authenticity, for realness, will always win through. But in our digital and AI dominated world, what is ‘real’?

Objects are real.

In The Revenge of Analog by David Sax, he described this as “digital is the peak of convenience, analog is the peak of experience.” Sax places this in the context of the renaissance of vinyl records, sales of which have increased year on year for the last 18 years – he highlights a preference for the richer sound quality and being able to hold, and own, an object – a tangible, tactile thing. There is also a connection here – the music is played live, the very vibrations carving the grooves into a master that is then used to press the records, whose grooves return the original vibrations into music. Thus, a record has an echo of the liveness of the performance. You can run your fingers over the surface of a record, feel the grooves on your skin, and be connected with its creator. Contrast that to a CD or digital file. They are just data transformed multiple times and estranged from their creators.

In the realm of games, there has also been a resurgence for analogue, with the market for board games set to grow from $21bn in 2023 to $41bn in 2029. This isn’t at the expense of digital games either, whose market value far exceeds this and also continues to grow.

There is a strong desire for people to make and build. I love Warhammer – I do not play that often but I like to build and paint their model kits. Despite competition from digital gaming, and predictions 3D printing will kill their business model, parent company Games Workshop are posting year-on-year increases in sales and profits. The doomsayers wanting to write the companies eulogy fail to understand the enduring desire for the tactile – to feel and make things with your own hands and the joy that gives you. Some people call it the Ikea Effect. To me it’s obvious, for example, you cannot replicate the feeling of building a model airplane kit by building a digital model, or even printing out solid components of resin. The experiences are entirely different.

Craft is real.

Recently as I was wasting time in the evening by browsing YouTube I was reminded of the simple pleasure of seeing someone who is very good at their job being very good at their job. I watched Sarah Natochenny, the voice actor for Ash Ketchum on the Pokemon cartoon, being asked to improvise voices for characters she has only just seen. I love watching her facial expressions as she processes, imagines, then embodies the character, giving them not just a voice but a whole personality and back story. She has a craft, she is good at it, and its delightful to see her expressing that craft and me then thinking ‘wow, there’s no way I could do that’.

We will always be delighted by talented people showing off their talent and seeing something incredible being done for real. Even though Harry Palmer will always be my favourite spy, I do enjoy the Bond films. A huge part of their appeal is the action and the real stunts. When you see the Hornet X car do a mid-air corkscrew across a river in The Man with the Golden Gun it is because someone actually did that – it was planned on a computer and there is special FX trickery but ultimately, someone got in that car and drove it up the ramp. This was a rule for Bond films – the action was as authentic as possible. This was regrettably forgotten in the resultingly awful, CGI-riddled Die Another Day, something which will have been noted on Bond’s B107.

Both together are super-real.

The first Wallace & Gromit film, A Grand Day Out, was released, rather terrifyingly, in 1989. It used a painstakingly detailed process of stop motion animation and clay models to bring characters to life and tell the story. Each clay model is sculpted and manipulated by hand – a thing, an object, produced and controlled by someone good at their craft. At Christmas 2024, the latest instalment of the story, Vengeance Most Fowl, became the BBC’s most viewed scripted show since 2002 at a time when TV viewership is declining. Although now augmented with model digital effects, the heart of its production, and its lasting appeal, is that craft and the things it creates.

I don’t want you to mistake this as a false-nostalgia fuelled rant against the use computer animations and CGI. I love those too and my favourite shows as a kid included the vanguard of these, Reboot and Insektors. The point I am trying to make is that there is a still a space for hand-crafted shows and films to cut through –  Recently, the restored 1983 pilot of the original Thomas the Tank Engine show, made using real models of trains and landscapes, has been viewed over 1.6m in the last month of YouTube.

Realness in Science Communication.

Good science communication connects people to science and in particular to the scientists involved. People want to see the ‘realness’ of science, experiencing it in a genuine and authentic way. They want to know the stories of real scientists behind it.

My specialism in science communication has been game-based approaches at festival-style events. The sort of place where you get given a small 3x3m space, a trestle table, and present some form of tabletop activity. I’m probably best known for virtual reality activities in this spaces, such as Flash Flood! and Humber in a Box. There was an appeal for VR in the pre-pandemic era, which I was purposely tapping into but my bet would be this is nowhere near as strong now as it was back then as the novelty has worn off. However, other activities like the EmRiver mini-flume and AR Interactive Sandbox have a timeless popularity owing to their tactile, hands-on approach. If I was doing similar work these days, I’d be focussing on my physical demo work and storytelling, for example Earth Arcade: The Forest.

Science is a craft. It is not easy and it needs years of training, mentorship, and practice to master. We often forget this. Like any craft, people want to see scientists being good at science. In our efforts to make science sharable and understandable we should not lose sight of also needing to amaze people into saying ‘wow, there’s no way I could that’. This may seem counter-intuitive because part of the role of a science communicator is to inspire people to be scientists, but I think this is where inspiration comes from – if I was younger and was better at doing voices, I might instead watch Sarah’s video and say ‘wow, that’s so awesome I want to be able to do that’.

Science communication becomes really special when someone is able to bring together their craft for science and another craft. Sam Illingworth is a scientist and poet and a science-poet. Rolf Hut is scientist and a maker and a science MacGyver. Iris Van Zelst is a scientist and games developer and science-games developer. There is a growing movement of scientists expressing their crafts and research through science-art, including these examples from former colleagues at the University of Hull I had the pleasure of writing about.

As AI becomes more embedded in real-life, as every YouTube thumbnail or LinkedIn ‘thought leader’ relies on increasingly samey AI generated visual slop, and as online writing becomes ever more generic and unimaginative, people will increasing seek a connection to the authentic, the genuine, the real. It might not seem so now, but the desire for tactile objects and demonstrable craft will surge in the future. Science communicators, hold your nerve.