In this module we look at the possibilities and opportunities inherent in, and arising from, experts seeking to communicate their specialist knowledge to non-expert audiences. All of us have, and are in the process of developing, particular expertise and specialisms. This module will support students in thinking about and developing strategies for making a version of their expertise/specialist knowledge available to others in an accessible and useful way. How do you explain something intrinsically complicated to people who are not trained specialists?

A key focus is on the presentation of knowledge to the general public – examples include an educationalist explaining matters of policy, a scientist developing the understanding of a non-expert audience, and the effective curation of an art exhibition for public consumption. The module will contrast the communication of knowledge from STEM areas with those in the arts and humanities.

We shall critically consider the extent to which specialist knowledge needs to undergo transformation in order for it to be communicated to a non-expert audience. What are the implications for the role (and responsibilities) of experts?

A major concern of the module is the countering of ‘fake news’ and how experts can (should?) themselves avoid fuelling this problem when communicating knowledge. The module will incorporate a critical consideration of the concept of expertise and provide an opportunity for students to produce and have discussed their own communicative artefacts in the form of videos/blogs or other creative pieces.

The assessment is in two parts. First, each student will give a 15-minute presentation in which they communicate some specialist knowledge to a lay audience. This will be via your own choice of communicative channel – such as podcast, video, spoken presentation, blog post – and be presented towards the end of the course.

Second, a 2250-word essay with a title agreed in advance with the module leaders. This will often be, but is not confined to, a critical discussion of the issues involved in putting together the presentation in relation to the academic literature. Each of the two assessment parts are equally weighted.

 