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Curator of Micropalaeontology's blog

2 Posts tagged with the sciences tag
1

A few weeks ago the Center for the Future of Museums blogged on how to get your museum blog widely read, sadly stating that writing for a niche audience like micropalaeontology is unlikely to be successful. As a reply I thought I would share my own experiences on what has worked for me and what hasn't, with nine tips for museum bloggers.

 

Choose an eye-catching title and subject

The title and subject ultimately convince the reader whether to visit your post or not. I agree with the Center for the Future of Museums that blogs with titles and subjects that are of general interest will be more widely read, as the post asking Do we need specialist curators? has shown. However, it is also possible to write about your specialist collection and make it relevant to a general audience, such as What microfossils tell us about early humans in Britain or When microfossils meet dinosaurs. Other more specific posts describing collections, databasing or risk management have not been so well read.

 

Utilise social media to advertise

I quickly realised that there was no point in posting and just hoping that people will automatically find what you have written. Posts tweeted by @NHM_London, which currently has over 400,000 followers, receive significantly more hits than others. We started the @NHM_Micropalaeo Twitter feed to provide micropalaeontology news from the Museum and to advertise posts from this blog. Other relevant advertisement vehicles have been sites such as Facebook, Reddit or LinkedIn, while #AskACurator day on twitter was also a great opportunity to publicise our collections by highlighting previously published blog posts.

 

Build links with other bloggers and webmasters

Link regularly to associated websites and write to the site owners to let them know that you have done so. I link regularly to the Geological Curators' Group, Forams.eu and The Micropalaeontological Society and they have all provided reciprocal links. Other sites such the Museum website, Focus Magazine and blogger Tony Edger have provided links to my writing, prolonging the reading life for some posts way beyond the point when they are not visible on the blog front page. 

 

Link to other sites clearly

The visibility of your blog to search engines such as Google is significantly enhanced if you link via a string of text that describes the link. For example, it is best to link to The Micropalaeontological Society rather than writing 'click here'.

 

Run your own email distribution list

Most sites, like this one, have the option to subscribe and receive updates when new posts go live. This works reasonably well if a lot of people make the effort to create an account and log on to follow your posts. However, most readers I have spoken to do not do this. I have lost count how many times I have heard people say 'I like your blog but I haven't looked at it recently'. I have set up a mailing list based on people I regularly deal with and send a message out every time I post a new blog. Posting blog links to relevant academic listservers has also been successful in generating additional readers.

 

Write for an audience

I write all posts as if I am explaining to my mother or mother-in-law, but at the same time making the post interesting to experts in the field of micropalaeontology wanting the latest news from the Museum. I feel confident that I am reaching my target audiences as I have been pleased to receive feedback  from a wide range of readers, including:

  • university academics
  • students
  • school teachers
  • amateur micropalaeontologists
  • members of the public

 

Think carefully about your reasons for blogging

In my first post I gave the following reason for starting this blog: 

In this age of austerity, I believe that we should be highlighting the good news coming from the Museum so that the applications and relevance of our collections, including those from micropaleontology, are brought to people’s attention.

Even when writing more general posts like this one, I have this theme in my head while writing so it is always possible to include information about our collections and their relevance.

 

Get your timing right

There is no point in publishing a Microfossil Christmas card blog piece on Christmas Eve and hoping that lots of people will be logging on to read it. Similarly if you are going to tweet about your latest post it is best to do it at at time when most people are likely to read it. My successful post on How to become a curator? was timed to coincide with half term and a gallery exercise called 'curious curators'. Another post went live to coincide with the opening of our Treasures Gallery at the Museum.

 

Include a good balance of personal narrative

How much you write about yourself and your feelings depends on your writing style and subject of your blog. My blog highlights the collections and their use and not myself, so I sometimes feel that I do not include enough of my own personal story. Posts where I have shown how passionate I am about collections and collecting like my post on 'How to become a curator have been well received though.

 

Post regularly

If you don't get overnight success then don't give up. It takes time to gain a following, build relationships with other bloggers, webmasters or fellow Tweeters. By definition the more often you post, the more hits you'll get. People are more likely to follow or keep checking a blog that is active.

 

It has been hard work but as a curator I feel that blogging about my collections has had a major impact on their profile and I would encourage any curator to do the same. In summary, if you write interesting material that gets tweeted and retweeted around the internet then people will read it, whether you are writing about 'niche collections' or not.

2

The Museum has been running an inspiring schools activity under the "How Science Works" strand of the National Curriculum, in which children carry out their own microfossil research project. In just over an hour, they investigate the microfossils in some Gault Clay collected from Folkestone, and learn the processes behind research including how scientists collect data, use it to solve problems and publish their findings.

 

Feedback from the school groups shows that it is a fun and engaging way to learn about science away from the normal classroom environment. After completing the exercise, many children indicated that they were more enthusiastic towards a career in science and some even felt that they were already scientists!

How_Science_works_sally_871X9998.jpgSally Collins and Jamie Robinson about to start a "How Science Works" session with a school group at the Museum.

 

The activity was developed by Sally Collins, currently part of the Museum Content Development Team, and Dr Craig Koch, while he was studying for his PhD in the Palaeontology Department. It can now be run entirely by Museum educators, while the use of commonly available kit such as washing up bowls and plastic screw topped bottles means that there is potential for holding this schools exercise in locations away from the Museum.

 

The 'How Science Works' activity

 

Before the exercise, Gault Clay from Folkestone is crushed into 1-2cm lumps while still wet, and subsequently left to dry. At the start of the class, approximately 100g is then placed in a plastic screw-topped container and boiling water added. After the container has cooled down a bit and some cold water added to bring it down to a safe temperature, it is shaken rather like a cocktail shaker.

 

While the sediment is soaking, there is time for the class leader to explain the exercise and how micropalaeontology is used in earth science research. A video is shown, featuring Craig and his supervisor Dr Jeremy Young on a research cruise and working in the laboratories at the Museum.

 

How_Science_Works_sieves_blog.jpg

Sieving sediment in the classroom.

 

After soaking for 15 minutes, the sediment is sieved, dried in a microwave and rehydrated before a final sieving and drying. The microwave heating and subsequent drying ensures that the process can be carried out in a short period of time.

 

The small microfossil residues produced are then examined under a microscope by the children and a chart is provided to help them identify the microfossils present. By analysing the geological ranges of all the species present, it is quickly possible for the children to determine the age of the clay.

 

This is similar to the work that a micropalaeontologist might carry out on a well site, where age information could be used by the drillers to decide to continue drilling or stop. Drilling a well too deep can be a costly mistake so sometimes the micropalaeontologist on a well site is put in a major decision-making position!

 

How_Science_Works_range_chart_blog.jpg

The chart used by the students to identify their microfossils and  decide on the age of the clay.

 

There is still time for a final class discussion of the results obtained by each group and how scientists communicate their findings by publishing their data. The session I attended recently ended with a very entertaining discussion amongst the children about how the 'peer review process' effectively makes sure that scientists' results are checked before they are published.

 

Teacher and student feedback

 

Some of the school class teachers have provided feedback, including:

'Perfectly engaging, challenging and inspiring

'The students were pretty curious and asked a lot of questions which in my opinion shows that the workshop had a stimulating effect on them.'

Children taking the exercise have also had the chance to feedback. Here is a selection of answers given when participants were asked if taking the class had affected their plans for taking science:

'I was thinking about studying science for A-level beforehand -  my visit today has reinforced that'

'Yes makes me want to study science more'

Yes, I’d love to do something related to micropalaeontology'

Yes because now I am thinking of becoming a scientist'

Yes, I will go home and purchase a microscope!'

'I will take my science lessons more seriously'

'No it has improved my desire to study science more. I am inspired.'

Epistomina_spinulifera-A17_10-slide-2_5x_crop_blog.jpg

The foraminifera Epistomena spinulifera; one of the age indicative species of microfossils in the clay.

 

When the children were asked to say what they 'didn’t know or never realised' some answers were:

I never realised that ...

‘you could have so much fun with clay’

'there were microfossils in clay'

'I do actually like biology'

'that rocks could be dated!'

'science facts had to go through a long process before getting published'

 

Finally some general comments that I think sum up the impact of the exercise nicely:

'We got to do our own experiment and discover things and come to a conclusion which made us feel like scientists'

[I enjoyed it very much] 'because it was really fun and I learnt more than I probably would in a normal science lesson'

'I enjoyed looking at the fossils from millions of years back and it makes me feel special to realise that I am the first one to see them'

[I enjoyed it very much] 'because we could be scientists and actually find the results on our own. Rather than a classroom where you are told what happens and told the results.'

How_Science_Works_range_chart_closeup.jpg

 

This positive feedback from previous "How Science Works" schools vists shows that it is a very successful format for learning. Unfortunately it is not currently being run by the Museum due to lack of bookings and staff resource issues. Sally Collins reports that 'we could only run it for half a class at a time due to the space limitations of the Earth Science Teaching Room and the need for everyone to be able to access sinks and electricity. The trend in the past couple of years has been for secondary schools to bring larger and larger groups.'

 

The exercise has been modified to use washing up bowls instead of sinks and the use of microscopes in other spaces in the Museum such as the Earth Lab mean that larger groups could be accomodated in the future.

 

The Gault Clay exercise is currently being run successfully at Peterborough Museum. My colleague Dr Steve Stukins has been working with Peterborough and the Natural History Museum's Real World Science Officer Hannah Pritchard to develop a similar hands-on activity using local Oxford Clay. I look forward to hearing about the Oxford Clay exercise and hope to see the successful Gault Clay schools activity running again at the Museum soon.



Giles Miller

Giles Miller

Member since: Apr 21, 2010

This is Giles Miller's Curator of Micropalaeontology blog. I make the Museum micropalaeontology collections available to visitors from all over the world, publish articles on the collections, give public talks and occasionally make collections myself.

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