Getting geography into the media: understanding the dynamics of academic–media collaboration

On 5 August 2008, the UK’s BBC News at Ten began with a headline concerning a new map showing competing claims for territory in the Arctic Ocean developed by the International Boundaries Research Unit at Durham University (BBC 2008). Surely this was the Holy Grail of media impact? The highly visual item, itself the product of academic research, was being used on a primetime news television programme which generated a great deal of interest in both the subject matter (Dodds 2010) and the map itself. Environmental and geographical issues are gaining wider attention from the public, as many of the critical issues facing society today are embedded in this academic area. Whether people are concerned with climate change, recycling, urban expansion, new towns or preserving the countryside, geography and environmental science can make a contribution to the debate (e.g. Anderson et al. 2008; Wilson 2010; Hulme 2010; Davies 2008). Even in our homes and kitchens, as we consider what to eat and what to wear, we are making choices that affect food producers and factory workers throughout the world (e.g. EdwardsJones et al. 2009). Geography is well placed as a discipline to address these issues, from the science behind them to the social and economic issues arising from these developments. I have always been interested in public understanding of science, and the role that the media can play in reaching out to the public and informing them about the key scientific debates and developmentswhichwill affect their lives.This is particularly true with respect to rapidly changing debates concerning global and environmental issues. Universities teach undergraduates and postgraduates about these issues, but formal educational establishments can do comparatively little to reach out to those out of education. For many people, they stop studying science at school or university, in their teens or early twenties. However, for the remainder of their lives (easily 50–60 years) new developments in science and technology continue at great pace, and they are left grappling with the issues and complexities without much guidance. The media can play a role here, reaching out to people in their homes through radio, television, newspapers and magazines, to keep the public abreast of new issues. In addition to these traditional forms ofmedia, newmodes of engagement through the web via blogs and podcasts (see Maddrell 2010 for some geographical examples), as well as twitter, are increasingly playing a role. There has been a surge in geographical programmes on UK terrestrial television channels, with major series such asCoast (nowmaking its fifth series, and repeatedmore than any other programmes). Perhaps we should be asking who interprets the science into understandable, digestible and interesting packages to engage thewider public and make them aware of new developments and issues and how do geographers get into the position of making programmes? There is a growing number of papers concerning geography’s reach (Merriman 2010; Gardner et al. 2010) alongside wider debates about geography’s relevance (especially relating to its influence on policy; e.g. Maddrell 2010; Ward 2005; Dorling and Shaw 2002; Murphy et al. 2005; Massey 2001; Martin 2001). Increasing the public profile of geography as a discipline is a common goal. In the current context which promotes communication and dissemination of results and demonstration of ‘impact’, reaching beyond the academy is important. It may be unrealistic to predict the impact of research at its outset (Phillips 2010), but research councils, guided by the Higher Education Funding Council for England, are seeking to quantify impact. This can include requesting information on media reporting, TV and radio interviews, as well as public engagement events The Geographical Journal, Vol. 177, No. 2, June 2011, pp. 155–159, doi: 10.1111/j.1475-4959.2010.00396.x