Learning to Speak Digital Science: Insights from an Online Scientific Communication Course

In the era of the knowledge society and the digital circulation of knowledge, the ability to communicate science effectively is no longer merely a supplementary aspect of research, but a key lever for its dissemination, social legitimation, and impact (Demaizière & Grosbois, 2014; Barzman, Gerphagnon, & Mora, 2020). The development of scientific communication competence thus emerges as a transversal requirement for researchers, particularly in a multilingual and interdisciplinary context. This competence entails not only mastery of specialized discourse genres, but also the ability to adapt to new digital genres and the expectations of non-expert audiences (Hyland, 2015; West et al., 2020; Luzón & Pérez-Llantada, 2019, 2022; Belcher, 2023; Birch-Bécaas et al., 2023; Pérez-Llantada, 2024). In this presentation, we propose to analyze our participation, as learners, in the online training course developed within the framework of the DILAN project (Digital Language and Communication Training for EU Scientists). Our approach adopts a reflective perspective and aims to qualitatively assess the formative scope of this innovative digital tool in developing science communication competence. The proposed analysis will follow several lines of inquiry: the organization of the theoretical content offered in the OSC, the degree of interactivity and engagement promoted by the implemented pedagogical modalities (forums, peer feedback, collaborative activities) and our subjective experience of the training pathway, considered as a space for cultivating a metacognitive and critical stance towards our own discursive practices. Through this analytical and reflective process, we aim to provide insight into training modalities and innovative digital tools that can support the development of digital and communication skills essential for researchers operating within a globalized and interdisciplinary academic environment. References Barzman, M., Gerphagnon, M., Mora, O. (2020). La transition numérique dans la recherche et l’enseignement supérieur à l’horizon. Éditions Quae. Belcher, D. (2023). “Digital genres: What They are, what They Do, and why We Need to Better understand them”. English for Specific Purposes 70 : 33-43. https://www.sciencedirect.com/science/article/abs/pii/S0889490622000588 Birch-Becaas, S., Kloppmann-Lambert, C., Carter-Thomas, S., Dressen-Hammouda, D., Rowley-Jolivet, E., Zerrouki, N. (2023). “Research dissemination in digital media : An online survey of French researchers’ practices”. Asp 84 : 113-136. https://journals.openedition.org/asp/8611 Demaizière, F., Grosbois, M. (2014). « Numérique et enseignement-apprentissage des langues en Lansad – Quand, comment, pourquoi ? ». Alsic 17. https://doi.org/10.4000/alsic.2691 Hyland, K. (2015). Academic Publishing: Issues and challenges in the construction of knowledge. Oxford University Press. Luzón, M.-J., Pérez-Llantada, C. (2019). Science Communication on the Internet: Old Genres Meet New Genres. Amsterdam, Pays Bas : John Benjamins. Luzón, M.-J., Pérez-Llantada, C. (2022). Digital Genres in Academic Knowledge Production and Communication. Perspectives and practices. Multilingual Matters. https://doi.org/10.21832/9781788924726 Perez-Llantada, C. (2024). Approaching digital genre composing through reflexive pedagogical praxis. Journal of English for Academic Purposes 68. https://doi.org/10.1016/j.jeap.2024.101349 West, C.C., Karen, L., Hart, A. (2020). “Promoting your research using infographics and visual abstracts”, Journal of Plastic, Reconstructive and Aesthetic Surgery 73 : 2103-2105. DOI: 10.1016/j.bjps.2020.08.054