
The “What We Know” report about climate change issued today by the august American Association for the Advancement of Science is intended to persuade ordinary people that our climate really is changing, we’re largely responsible, and we need to do something about it. Soon.
The report features clear, straight-forward language without overly complex and opaque scientific jargon.
And as the black non-image at the top of this ImaGeo post symbolizes, there is another thing that the report lacks as well: imagery.
In fact, there is not a single image in the report — not one visualization to help us understand what’s happening to our world, not a single photograph to dramatize the impact of climate change on people, not even one little graphic to show a trend in, oh, I don’t know, temperature maybe.
Okay, I exaggerate just a little. The title page does have one ambiguous photograph of someone using a surveying instrument on some ice sheet somewhere, for what reason God only knows.
And true, the “What We Know” web site includes, in addition to the report, a number of videos. One is actually mildly entertaining and effective. It features a mountain biker racing down a trail to symbolize the perilous path ahead and the need to slow down. (Our carbon emissions, of course.)
But the rest consist of talking heads (scientists telling us what they know) intercut with what broadcast journalists call “B-roll” — time lapse video of cars, smoke pouring out of stacks, a little snippet of water pouring into the New York City subway system during Hurricane Sandy — you get the idea.
So here’s some unsolicited advice to the creators of “What We Know” from someone who thinks visual communication is actually an incredibly powerful way to communicate complex information and also connect with the heart as well as the mind: Cliché B-roll can’t change the fact that a talking head is still a talking head. Nor will people necessarily listen, let alone understand or care, simply because those talking heads happen to be scientists.
I’ve never written a post like this here at ImaGeo. I felt compelled to do it because I’m simply dumbfounded that one of the leading scientific organizations in the world decided to launch a public persuasion campaign that lacks one of the most important ways that humans beings can be persuaded: through visual communication.
Is the AAAS not aware that imagery can convey emotion far more powerfully than the written or spoken word, no matter how clear, concise, and free of jargon those words may be? Do they not know that visuals provide an incredible capacity to tell compelling, persuasive stories? Can it possibly be that they haven’t heard about the synergy made possible by the use of words and images together?
And did they not bother to read the literature on visual communication and persuasion?
To offer just one example: “Visual Persuasion,” which appeared in the journal Communication Research Trends in 1999. Here’s a relevant snippet:
…visual images in persuasive messages reduce the information processing burden, make a message more attention-getting, and reinforce message arguments. Also, it is believed that visual images have the superiority in memory over words.
If any of the people responsible for the “What We Know” report read this post, I have a suggestion for you: Try “Google.” It can be really helpful. With the search terms “visual communication and persuasion” you’ll find a lot of helpful tips there for your next campaign.

Screenshot of an interactive map accessible from data.gov/climate showing expected inundation of areas of New York City based on different projections of sea level. (Source: NOAA and data.gov/climate)
CREDITS: (LEFT) BRYCE RICHTER/UNIVERSITY COMMUNICATIONS, UW-MADISON; (RIGHT) SEAN PARSONS/AMERICAN CHEMICAL SOCIETY The thousands of presentations at next week's meeting of The American Chemical Society (ACS) in New Orleans exemplify one of the many ways scientists converse among themselves about the most recent advances in science. Science and technology continue to reshape the world we live in, and appreciating how these changes, both intended and unintended, come about is a necessity for all citizens in a democratic society. Scientists have a responsibility to help their fellow citizens understand what science and technology can and cannot do for them. Communicating the science of climate change provides one example where the scientific community must do more. Climate change affects everyone, so everyone should understand why the climate is changing and what it means for them, their children, and generations to follow. Scientists are already members of groups that can facilitate this communication: neighborhoods, school boards, religious groups, service clubs, political organizations, and so on. These groups present opportunities to engage in respectful conversations on climate change and on the policies and actions that individuals, communities, and nations might take to mitigate and adapt to what is happening to our planet.
CREDIT: DAVID JONES/ISTOCKPHOTO We know that the concentrations of greenhouse gases in Earth's atmosphere are higher and increasing faster than at any time in the past 1 million years.* The average temperature of Earth is increasing, ice is melting, oceans are acidifying, and extreme weather events are more frequent. Human activities, principally the combustion of fossil fuels, are a major source of greenhouse gases and a major driver of climate change. To share this knowledge with the public and be credible as a “scientist-citizen,” a scientist must acquire a good grasp of the science of climate change. In recent years, U.S. scientific institutions and societies, including the National Academies, Environmental Protection Agency, National Aeronautics and Space Administration, and American Institute of Physics have prepared Web-based materials on the science of climate change suitable for communicating with the public.† Last year, the ACS released a Climate Science Toolkit on greenhouse gases, atmospheric and planetary warming, and Earth's energy balance, among other topics.‡ The Toolkit provides a succinct intellectual foundation at an introductory level that can be a guide to more extensive resources. Some of the materials are in forms (such as slide shows) that scientists may use to present this subject to the public, and there is a series of brief narratives designed to help scientists initiate informal conversations with others. Implicit in this resource is the message that the world must make adaptations to changes that have already occurred and that reducing emissions is required to avoid a warmer planet. Scientist-citizens can stress how lifestyle decisions that reduce energy consumption are actually meaningful steps. Supporting elected officials who promote policies and practices aimed to decrease the effects of global warming is another step that individuals and citizens' groups should take. F. Sherwood Rowland was a central figure in the late–20th-century controversy about the effect of chlorofluorocarbons on stratospheric ozone. For years, he engaged audiences ranging from students to members of the U.S. Congress. As an exemplary scientist-citizen, his focus eventually led to the worldwide ban on these compounds. Rowland spoke to all scientist-citizens when he asked: “Isn't it the responsibility of scientists, if you believe that you have found something that can affect the environment, isn't it your responsibility to do something about it, enough so that action actually takes place?…If not us, who? If not now, when?”§We pose these same questions and ask you to join the conversations now.