Clear language research summaries

Shawna Reibling Knowledge mobilization officer

@LaurierResearch sreibling@wlu.ca

http://www.oise.utoronto.ca/rspe/KM_Products/Terminology/index.html

Definitions

New SSHRC KMb Definition

The reciprocal and complementary flow and uptake of research knowledge between researchers, knowledge brokers and knowledge users —both within and beyond academia— in such a way that may benefit users and create positive impacts within Canada and/or internationally, and, ultimately, has the potential to enhance the profile, reach and impact of social sciences and humanities research. http://www.sshrc-crsh.gc.ca/funding-financement/programs-programmes/definitions-eng.aspx#km-mc

KMb Initiatives Knowledge mobilization initiatives must address at least one of the following, as appropriate, depending on research area and project objectives, context, and target audience: Within academia:

informs, advances and/or improves research agendas; theory; and/or methods.

Beyond academia: Informs public debate; policies; and/or practice; enhances/improves services; and/or informs the decisions and/or processes of people in business, government, the media, practitioner communities and civil society.

http://www.sshrc-crsh.gc.ca/funding-financement/programs-programmes/definitions-eng.aspx#km-mc

“End of Grant” KMb: (curiosity-driven research): The researcher develops and implements a plan for making knowledge users aware of the knowledge generated. “Integrated” KMb (problem-based research): The researcher engages potential knowledge users as partners in the research process. Requires a collaborative or participatory approach to research that is action oriented and is solutions and impact focused.

Types of “KMb”

Values: relationships, processes, open access, mutual benefit, full-cycle involvement

Simple KMb Definition

People Research

CL Summaries Agenda

How do I

write one?

Who cares?

What is it?

References

• First used by YorkU kmb unit • Adopted and modified by UoGuelph

• Modified “how you can use this research” section

• Adopted and modified by Laurier • Ensure follow Accessibility for Ontarians with

Disabilities Act (AODA) • Plain/clear language • Looking for volunteers

CL Summaries @ Laurier

• Engagement • Accessibility • Capacity building • Not “dumbing down” • Uses writing your audience knows • Gives readers information they need • Combines what you write with how you write • Uses design to help reader understand content

Notes from YorkU CL Program with Matthew Shurman

What is Clear Language?

• Combat information overload • Give non-specialists access • Support English as a Second Language / Lower

Literacy audiences Notes from YorkU CL Program with Matthew Shurman

Why use Clear Language?

Knowledge mobilization 101 11

Source: onlinelibrary.wiley.com/doi/10.1002/14651858.CD007825.pub6/pdf

Knowledge mobilization 101 12

Abstract

Source: onlinelibrary.wiley.com/doi/10.1002/14651858.CD007825.pub6/pdf

Knowledge mobilization 101 13

More than an abstract

Knowledge mobilization 101 14

More than an abstract

BEFORE “Understanding the Economic Integration of Immigrants: A Wage Decomposition of the Earnings Disparities Between Native-Born Canadians and Immigrants of Recent Cohorts”

AFTER: “Language use affects how much an immigrant earns”

Example

• Avoid jargon

“Make sure the lids are securely flanged.” • Avoid acronyms and abbreviations

i.e. vs. e.g. • Avoid idioms / phrases from other languages

Modus operandi

Words

• Be careful with nouns made from verbs Decision, determination, examination

• Use concrete, specific words Food instead of nutrition

• Avoid language with cultural bias “take it like a man” “use a carrot approach” “bootlegger”

Words

• Vary the sentence length • Use simple, complete sentences

Laurier organizes this presentation (Subject) (Verb) (Object)

• Use Lists • Use positive statements

Sentences

• Use positive statements BEFORE: Do not open door until checking that area is clear. AFTER: Check that the area is clear then open the door.

• Write in the active voice BEFORE: The coffee pot must be washed every… AFTER: Please wash the coffee pot every…

Sentences

• Who is the audience?

• What is the purpose?

• What is the intended impact?

• So what? / WIIFM?

Purpose of the summary

“The researcher investigated the phenotypic properties of the analogous poultry ovum.” In clear language, the same phrase might be: “The researcher looked at turkey and chicken eggs.”

What words make sense?

• Describe the science and use clear language. “The researcher tested 3 groups of 3 wines, the first group of wine with 7 grams of tannins, and 12% alcohol, received treatment a over 5 , 3 and 7 days. The samples were collected, using 5mm eye drops, by students, wearing lab coats, and stored in fridges at 23, 33, and 45 degrees.” • In clear language, the phrase might be: “To answer the question of what temperature to store wine, the researcher tested three different wines, stored at three different temperatures. The three different temperatures were 23, 33, 45 degrees. Samples were collected from each wine and tested.”

What are the important details?

• “The researchers found that the average donation increased by 76% over the sample period, while the fraction of households reporting donations declined by 15%. The core results suggest that increases in Census Division or Forward Sortation Area inequality results in an overall increase in charitable giving.”

• The average donation went up 76%, but number of donors

went down 15% when inequality increases, charitable giving goes up.

Practice

Does Income Inequality Increase Charitable Giving? Grade: 18.2

If there are more poor people and more rich people, do more people give money to charity? Grade: 7 If there is a larger gap between the rich and everyone else, do charities get more money? Grade: 7.6

Reading level

Vocabulary choice http://splasho.com/upgoer5/

• Get rid of your crutch words • Use a thesaurus wisely:

• Visual thesaurus: www.visuwords.com/ • www.eastendliteracy.on.ca/ClearLanguageAn

dDesign/thesaurus/ • Change your passive voice sentences

• active voice usage video (@3:13): http://www.faa.gov/about/initiatives/plain_language/basic_course/part6/

How do I write a cl summary?

Clear language summaries

• Headline • What is this research about? (180 words) • What did the researchers do? (80 words) • What did the researchers find? (120 words) • How can you use this research? (80 words max.)

• Use format: “<User X> can use this research to <….> • i.e. Policymakers can use this research to set monetary

policy.

Cl summary headings

• About the researcher • What you need to know

• (45 words max.; keep it as short as possible; answers the question: “so what?”)

• Article citation • Cite this work • Key words • Tweet

Cl summary headings

1. Obtain permission to use article (ck copyright) 2. Write summary 3. Revise based on researcher feedback 4. Approval of final summary 5. Posting to scholars.wlu.ca two versions.

Process

• Save your file from the template • Work from the abstract • Fill in each section, then fill in the blanks • Use your thesaurus • Use wikipedia • Read it out loud, explain it to a friend • Use a readability test (MS Word has Flesch-Kincaid

built in)

How do I write a cl summary?

• Clear Writing and Literacy, 2nd Edition www.nald.ca/library/research/olc/clear/cover.htm

• Online search engine for a simpler phrase: www.eastendliteracy.on.ca/ClearLanguageAndDesign/thesaurus

• Online training course: Plain Train www.plainlanguagenetwork.org/plaintrain • Tutorial adapted from Plain Language: Clear and

Simple and Trainer's Guide, published by Canada's National Literacy Secretariat.

Resources

• How to read a Flesch-Kincaid score and how to set it up in Word: www.kerryr.net/webwriting/tools_readability.htm

• video tut: www.youtube.com/watch?v=hituLARv6_k

• YorkU clear language summaries www.researchimpact.ca

• Laurier clear language summaries:

scholars.wlu.ca/clearlanguage

Resources

• A Field Note Describing the Development and Dissemination of Clear Language Research Summaries for University-Based Knowledge Mobilization Scholarly & Research Communication, 4, 1 (2012) src-online.ca/index.php/src/article/view/44/120

• Clear language summary: researchimpact.ca/_app/impact/files/tables/files.path.236.pdf

• Cochrane Collaboration clear language summary and full report http://onlinelibrary.wiley.com/doi/10.1002/14651858.CD007275.pub2/abstract;jsessionid=2C52467EDB07C51A43340BBCEAB1221F.d03t01

Readings