Science and user‐based co‐development of a farmland earthworm survey facilitated using digital media: Insights and policy implications

Abstract

Science-farming partnerships can improve our understanding of how land management behaviours sustain or enhance life-sustaining soil ecosystems. However, it remains a challenge to establish partnerships between researchers and practitioners that complement the ways in which farmers acquire and value knowledge and can also advance soil science. A pilot study was conducted to explore these issues in relation to earthworm monitoring. It showed that farmers were interested in comparing their field results to research experiments to inform their decision-making. Social media was used to support farmers' earthworm monitoring schemes, with a concomitant sampling of research experiments to create capacity for shared learning. Constructive feedback from the scientific community was sought using an online questionnaire. An Autumn 2018 survey generated 152 field analyses from farmlands in England, and 48% of participants' fields and the research experiment showed no evidence for earthworms being widespread and/or the presence of all three ecological groups of earthworms. A Spring 2019 survey generated earthworm population data from farmland soils around the world, amassing 11,464 earthworms assessed over 2,200 ha in the UK. A total of 12 scientists (from 30 questionnaire invitations) volunteered their time and expertise to support the survey. Conclusions helped to prioritise future improvements in earthworm monitoring, which should include photographs of earthworms for verification of the data, long-term monitoring and integration with soil properties. Most (83%) perceived this earthworm survey would likely improve farmland soil health and so would recommend its use in the UK. The survey is being independently taken forward and used as a metric by both private and public stakeholders, demonstrating authentic knowledge transfer in soil science.

Bringing Social Science Into Critical Zone Science: Exploring Smallholder Farmers' Learning Preferences in Chinese Human‐Modified Critical Zones

“…In the Chinese context, and following from the findings of this study, we tentatively suggest that a generalizable KE strategy for future projects may be possible through classifying sites as “smallholder sites” and “agri‐company sites.” The former are primarily characterized by bonding, and the latter by linking. Our conceptual models of KEprocesses, and interpersonal social networks derived from our qualitative data can also be used as reference points upon which these networks (Figures 3 and 4), their trust, and power dynamics can be further elucidated—especially as rapidly emerging digital communication opportunities (Stroud & Goulding, 2022) continue to develop between small‐holder farmers, scientists and other actors.…”

“…The former are primarily characterized by bonding, and the latter by linking. Our conceptual models of KEprocesses, and interpersonal social networks derived from our qualitative data can also be used as reference points upon which these networks (Figures 3 and 4), their trust, and power dynamics can be further elucidated-especially as rapidly emerging digital communication opportunities (Stroud & Goulding, 2022) continue to develop between small-holder farmers, scientists and other actors.…”

“…These papers showed that the relationship between social science and KE in agricultural and environmental sciences remains a very narrow but emerging research field. The extant research mainly focused on the following aspects: (a) social learning process via knowledge co‐production that emphasizes the importance of building trusted partnerships between scientists and agricultural stakeholders (e.g., agricultural trade associations, farmers, marketing agencies, social scientists) as a mechanism for KE where social factors influenced outcomes of KE (e.g., Bayne et al., 2016; Krzywoszynska, 2019; Sewell et al., 2014; Nocco et al., 2020; Stroud and Goulding (2022). For example, Bayne et al., 2016 demonstrates that key success factors in enhancing science knowledge uptake requires relationship building, particularly trust building between parties in developing informal and formal relationships where informal interactions can better foster good knowledge exchange‐co‐ordination, co‐operation and communication.…”

“…For example, Bayne et al., 2016 demonstrates that key success factors in enhancing science knowledge uptake requires relationship building, particularly trust building between parties in developing informal and formal relationships where informal interactions can better foster good knowledge exchange‐co‐ordination, co‐operation and communication. (b) new digital technologies and methods to facilitate uptake and diffusion of divergent agricultural including social media (Stroud & Goulding, 2022), social learning videos (Fry & Theime, 2019; Karubanga et al., 2017), participatory Geographical Information System (GIS, Gonzalez, 2002) and their potential contribution to social learning via farmer field schools and/or discussion groups (Wyckhuys et al., 2018). (c) the fundamental role that farmers' social interpersonal networks influence their learning and implementation of innovative farming practices where different networks and diverse social practices contributing to learning processes (e.g., Chiffoleau, 2005; Fry & Theime, 2019).…”