Comunicando el cambio climático: un estudio multimodal y comparativo entre vídeos largos y cortos (Shorts) de YouTube
DOI:
https://doi.org/10.58859/rael.v24i1.664Palabras clave:
multimodalidad, divulgación del cambio climático, shorts, densidad modal, coherenciaResumen
Desde su lanzamiento en 2021, los YouTube Shorts han ganado popularidad, y canales sobre el cambio climático han empezado a utilizarlos para difundir su mensaje. En este estudio, se seleccionaron 3 vídeos cortos (Shorts) y 3 largos (normales) relacionados con el cambio climático de distintos canales de divulgación científica para realizar un análisis comparativo. El análisis cuantitativo evaluó la densidad modal (Valeiras-Jurado y Bernad-Mechó, 2022) mientras que el cualitativo se centró en la coherencia modal (Valeiras-Jurado, 2019). Los resultados revelaron que los vídeos cortos presentaban una mayor densidad y coherencia modal. Ambos formatos de video mostraron igualmente coherencia con sus públicos. Se ha demostrado que la mayoría de los vídeos de YouTube sobre cambio climático promueven puntos de vista opuestos al criterio científico (Allgaier, 2019). Examinar y difundir cómo se consigue comunicar eficazmente la realidad del cambio climático podría ayudar a revertir esta tendencia.
Descargas
Estadísticas globales ℹ️
|
31
Visualizaciones
|
20
Descargas
|
|
51
Total
|
|
Citas
Adam, M. & Wahyuni, W. (2020). The image of climate crisis in media: a conceptual metaphor analysis. Journal of Language and Literature, 20(1), 10-24. https://doi.org/10.24071/joll.v20i1.2413 DOI: https://doi.org/10.24071/joll.v20i1.2413
Allgaier, J. (2019). Science and environmental communication on YouTube: strategically distorted communications in online videos on climate change and climate engineering. Frontiers in Communication, 4. https://doi.org/10.3389/fcomm.2019.00036 DOI: https://doi.org/10.3389/fcomm.2019.00036
Allgaier, J. (2020). Science and Medicine on YouTube. In: Hunsinger, J., Allen, M., Klastrup, L. (eds). Second International Handbook of Internet Research. Springer, Dordrecht. https://doi.org/10.1007/978-94-024-1555-1_1 DOI: https://doi.org/10.1007/978-94-024-1555-1_1
Bessi, A., Zollo, F., Del Vicario, M., Puliga, M., Scala, A., Caldarelli, G., et al. (2016). Users polarization on Facebook and YouTube. PloS one, 11(8), e0159641. DOI: https://doi.org/10.1371/journal.pone.0159641
Boy, B., Bucher, H. J., & Christ, K. (2020). Audiovisual science communication on TV and YouTube. How recipients understand and evaluate science videos. Frontiers in Communication, 5, 608-620. DOI: https://doi.org/10.3389/fcomm.2020.608620
Brennan, E. B. (2021). Why should scientists be on YouTube? It's all about bamboo, oil and ice cream. Front. Commun. 6, 586297. doi: 10.3389/fcomm.2021.586297 DOI: https://doi.org/10.3389/fcomm.2021.586297
Chen, Y., Thorson, K., & Lavaccare, J. (2022). Convergence and divergence: The evolution of climate change frames within and across public events. International Journal of Communication, 16, 107–129.
Chi, Y. & Park, E. (2022). Counterattacking long videos: exploring the characteristics of popular instant videos and roles of producers and viewers. Library Hi Tech, 41(3), 694-710. https://doi.org/10.1108/lht-05-2022-0230 DOI: https://doi.org/10.1108/LHT-05-2022-0230
De Lara A, García Avilés JA, Revuelta G. (2017). Online video on climate change: a comparison between television and web formats. JCOM: Journal of Science Communication, 16(1): A04-32. https://doi.org/10.22323/2.16010204 DOI: https://doi.org/10.22323/2.16010204
Erviti, M., Codina, M., & León, B. (2020). Pro-Science, Anti-Science and Neutral Science in Online Videos on Climate Change, Vaccines and Nanotechnology. Media and Communication, 8(2), 329-338. doi: https://doi.org/10.17645/mac.v8i2.2937 DOI: https://doi.org/10.17645/mac.v8i2.2937
Flusberg, S. & Thibodeau, P. (2023). Why is mother earth on life support? Metaphors in environmental discourse. Topics in Cognitive Science, 15(3), 522-545. https://doi.org/10.1111/tops.12651 DOI: https://doi.org/10.1111/tops.12651
Fortanet-Gomez, Inmaculada & Ruiz-Madrid, Mª. (2014). Multimodality for comprehensive communication in the classroom: Questions in guest lectures. Ibérica revista europea de la asociación de lenguas para fines específicos, 28, 203.
Huang, T. & Grant, W. J. (2020). A good story well told: storytelling components that impact science video popularity on YouTube. Frontiers in Communication, 5. https://doi.org/10.3389/fcomm.2020.581349 DOI: https://doi.org/10.3389/fcomm.2020.581349
Jahng, M. R., & Lee, N. (2018). When scientists tweet for social changes: Dialogic communication and collective mobilization strategies by Flint Water study scientists on Twitter. Science Communication, 40(1), 89–108. https://doi.org/10.1177/107554 7017751948 DOI: https://doi.org/10.1177/1075547017751948
Kaul, L., Schrögel, P., & Humm, C. (2020). Environmental science communication for a young audience: a case study on the #earthovershootday campaign on YouTube. Frontiers in Communication, 5. https://doi.org/10.3389/fcomm.2020.601177 DOI: https://doi.org/10.3389/fcomm.2020.601177
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge. Retrieved from https://www.routledge.com/Multimodality-A-Social-Semiotic-Approach-to-Contemporary-Communication/Kress/p/book/9780415320610
León, B., & Bourk, M. (Eds.). (2020). Communicating science and technology through online video. Routledge. ISBN 9780367607166
Lobato, R. (2016). The cultural logic of digital intermediaries: YouTube multichannel networks. Convergence, 22(4), 348-360. https://doi.org/10.1177/1354856516641628 DOI: https://doi.org/10.1177/1354856516641628
Ludewig, J. (2017). TED talks as an emergent genre. CLCWeb: Comparative Literature and Culture, 19(1), 1–9. DOI: https://doi.org/10.7771/1481-4374.2946
Maier, C. D., Kampf, C., & Kastberg, P. (2007). Multimodal analysis: an integrative approach for scientific visualizing on the web. Journal of Technical Writing and Communication, 37(4), 453-478. https://doi.org/10.2190/d38r-52p1-8t72-1375 DOI: https://doi.org/10.2190/D38R-52P1-8T72-1375
Muñoz Morcillo J, Czurda K, Robertson-von Trotha CY (2016) Typologies of the popular science web video. Journal of Communication Science 15(04): 1–32. DOI: https://doi.org/10.22323/2.15040202
Nerlich, B., Koteyko, N. & Brown, B. (2010), Theory and language of climate change communication. WIREs Clim Change, 1, 97-110. https://doi.org/10.1002/wcc.2 DOI: https://doi.org/10.1002/wcc.0
Norris, S. (2004). Analyzing multimodal interaction. A methodological framework. Routledge. DOI: https://doi.org/10.4324/9780203379493
Perez, S. (2023) YouTube demystifies the shorts algorithm, views and answers other creator questions, TechCrunch. Available at: https://techcrunch.com/2023/08/25/youtube-demystifies-the-shorts-algorithm-views-and-answers-other-creator-questions/
Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, 9(5), pp. 1-6. Retrieved from https://doi.org/10.1108/10748120110424816 DOI: https://doi.org/10.1108/10748120110424816
Querol-Julián, M. (2011). Evaluation in discussion sessions of conference paper presentations: A multimodal approach. Saarbrücken, Germany: LAP Lambert Academic Publishing.
Ruiz-Madrid, N. & Fortanet-Gómez, I. (2019). A Multimodal Discourse Analysis (MDA) approach for EMI teachers training: The Case of Pedagogical Affordances in the Mechanical Engineering Field. In A.C. Lahuerta- Martínez & A. Jiménez- Muñoz (Eds.), Empirical Studies in Multilingualism. Analysing Contexts and Outcomes.
Ruiz-Madrid, N., Fortanet-Gómez, I., Bernad-Mechó, E., & Valeiras-Jurado, J. (2023). GRAPE-MARS (Multimodal Analysis Research Software).
Schäfer, Mike & Yan, Xiaoyue. (2023). News and Social Media Imagery of Climate Change. https://doi.org/10.4324/9781003409748-11 DOI: https://doi.org/10.4324/9781003409748-11
Scotto di Carlo, G. (2015). Stance in TED talks: Strategic use of subjective adjectives in online popularisation. Ibérica, (29), 201–222. Retrieved from https://revistaiberica.org/index.php/iberica/article/view/255
Shapiro, M. A., & Park, H. W. (2015). More than entertainment: YouTube and public responses to the science of global warming and climate change. Social Science Information, 54(1), 115-145. https://doi.org/10.1177/0539018414554730
Shapiro, M. D. & Park, H. W. (2014). More than entertainment: YouTube and public responses to the science of global warming and climate change. Social Science Information, 54(1), 115-145. https://doi.org/10.1177/0539018414554730 DOI: https://doi.org/10.1177/0539018414554730
United Nations. (2024). Communicating on climate change. Retrieved from: https://www.un.org/en/climatechange/communicating-climate-change
Valeiras-Jurado, J. (2019). Modal coherence in specialised discourse: A case study of persuasive oral presentations in business and academia. Iberica, 37, 87–114. Vanoye, F. (1985). Conversations publiques. Iris, 3(1), 99–188.
Valeiras-Jurado, J., & Bernad-Mechó, E. (2022). Modal density and coherence in science dissemination: Orchestrating multimodal ensembles in online TED talks and YouTube science videos. Journal of English for Academic Purposes, 58, 101-118. Valkengoed, A. Reality, causes consequences: the role of climate change perceptions in climate adaptation. https://doi.org/10.33612/diss.222288671 DOI: https://doi.org/10.1016/j.jeap.2022.101118
Welbourne, D. J., & Grant, W. J. (2016). Science communication on YouTube: Factors that affect channel and video popularity. Public Understanding of Science, 25(6), 706-718. DOI: https://doi.org/10.1177/0963662515572068
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2025 Leticia Arrametapongsa-Brines
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
Reconocimiento – No comercial (CC BY-NC). Bajo esta licencia el usuario puede copiar, distribuir y exhibir públicamente la obra y puede crear obras derivadas siempre y cuando estas nuevas creaciones reconozcan la autoría de la obra original y no sean utilizadas de manera comercial.
Los autores retienen todos sus derechos de publicación y copyright sin restricciones.
