Paper No. 4
Presentation Time: 9:45 AM

SCIENTISTS AS MEDIA RESOURCES IN THE AFTERMATH OF DISASTERS: TRENDS IN NEWS COVERAGE FOLLOWING TWO DEVASTATING TSUNAMIS


BUELOW, Ellen K., Department of Geology, San Diego State University, 5500 Campanile Drive, San Diego, CA 92182, HER, Xai, Department of Geology, University of Wisconsin-Eau Claire, 154 Phillips Hall, Eau Claire, WI 54702 and CLARK, Scott K., Department of Geology, University of Wisconsin-Eau Claire, 105 Garfield Ave, Eau Claire, WI 54701, buelowek@uwec.edu

This study explores the role of scientists in the media’s efforts to educate the public about natural disasters. Using the LexisNexis® database we obtained U.S. newspaper and newswire articles published during the week immediately following two major tsunamis: The 26 December 2004 Indian Ocean tsunami and the 11 March 2011 Japan tsunami. Retrieved articles were searched for information attributed to science experts (n=74 articles for the 2004 Indian Ocean tsunami and n=97 for the 2011 Japan tsunami). Articles were coded for the field of expertise and the type of information provided. The data show a clear difference in the topics that were discussed after the two tsunamis. Following the 2004 tsunami, 86% of coded articles provided basic information on tsunami-related topics: Explaining what a tsunami is; distinguishing between a tidal wave and a tsunami; describing how tsunamis are generated by earthquakes, and how earthquakes are related to plate tectonics; and, discussing the need for an Indian Ocean warning system. In the aftermath of the 2011 tsunami, a more diverse range of experts were called upon to discuss a more encompassing range of tsunami-related topics, including ocean-wide water level fluctuations and wave arrival times; the effectiveness of the Pacific Ocean warning system; and, the threat of a nuclear disaster. The extent of the media’s change in focus is seen in the proportion of articles that included scientific explanations of how earthquakes cause tsunamis (64% in 2004 versus 19% in 2011), and those that discussed the difference between tidal waves and tsunamis (26% in 2004 versus 2% in 2011). We interpret the wider focus of the scientist-based information following the 2011 tsunami as evidence that the news coverage of the 2004 tsunami educated people about basic tsunami facts, which allowed the media to discuss a wider range of relevant scientific information in 2011. Prior research has shown that most U.S. adults learn about science through the media. Curiosity about disaster-related breaking news provides opportunities for ‘just-in-time’ teaching when people are motivated to learn about the science behind the disaster. These findings suggest that effective collaboration between scientists and the media during the news cycle of a disaster can improve the public’s understanding of natural disasters.