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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.

Scientific Stylisation or the ‘Democracy Dilemma’ of Graphical Abstracts