U.S. Department of the Interior

U.S. Geological Survey

Circular 1462

USGS Cascades Volcano Observatory News Media 

Management Guide—General Protocols and Templates

USGS Cascades Volcano Observatory News Media

Management Guide—General Protocols and 

Templates

By Carolyn L. Driedger and Elizabeth G. Westby

Circular 1462

U.S. Department of the Interior

U.S. Geological Survey
U.S. Department of the Interior

DAVID BERNHARDT, Secretary

U.S. Geological Survey

James F. Reilly II, Director

U.S. Geological Survey, Reston, Virginia: 2020

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Suggested citation:

Driedger, C.L., and Westby, E.G., 2020, USGS Cascades Volcano Observatory news media management guide—

General protocols and templates: U.S. Geological Survey Circular 1462, 53 p., https://doi.org/10.3133/cir1462.

ISSN 1067-084X (print)

ISSN 2330-5703 (online)

ISBN 978-1-4113-4374-0

Cover: Mount St. Helens continues to attract news media, the public, and scientists from around 

the world even decades after the May 18, 1980 catastrophic eruption. This photograph was taken on 

the patio of the Johnston Ridge Observatory, Mount St. Helens National Volcanic Monument. USGS 

photograph by Larry Mastin, February 8, 2011.
iii

Preface

In October 2004, Mount St. Helens volcano reawakened with spectacular blasts of ash and 

steam before settling into 40 months of continuous lava dome growth on the crater floor. The 

impact of the eruption on the landscape beyond the vent area was minimal and no human 

populations were at serious risk. Yet, the news media’s demands for information created a 

communications crisis for scientists during the early phases of the eruption, requiring as much 

or more attention than that required for volcano monitoring and analysis.

Approximately two dozen scientific colleagues from other U.S. Geological Survey (USGS) 

volcano observatories came to the aid of staff at the USGS Cascades Volcano Observatory (CVO) 

and half of them assisted with the news media response. For eleven days a Joint Information 

Center, consisting mostly of regional non-USGS public information specialists, aided the 

response. Scientists conducted interviews and press conferences, wrote news releases, and 

answered phones, providing critical and necessary information to the media and the public. 

There was a broad sense among staff of their professional responsibility to communicate 

effectively with the news media. After all, if they did not speak on subjects for which they had 

direct experience and professional familiarity, who would do so?

The 2004–2008 eruption response taught CVO staff that (1) addressing the needs of the news 

media can require as much (or possibly more) attention than monitoring an erupting volcano; 

(2) with great rapidity, an observatory can be overwhelmed by the news media, requiring the 

help of other observatories and agencies; (3) multi-agency pre-crisis planning for news media 

communication is an essential component of an effective news media response; (4) we must 

Aerial view of one of the first steam and ash explosions in the crater of Mount St. Helens, 

Washington, on October 1, 2004. USGS photograph by John Pallister.
iv

understand the needs of the news media to improve the efficiency of information delivery; 

(5) CVO specialists from a variety of disciplines must dedicate time to creating social and visual 

media and geospatial data to meet the increasingly sophisticated needs and expectations of the 

news media and the public; and 6) pre- and post-crisis trainings, protocols, and guidelines can 

help staff and guest scientists prepare for future media interactions.

The trusting working relationships established with regional news media during the 2004–2008 

eruption have continued during times of relative calm. Ongoing communication between 

the news media and CVO staff familiarizes the news media with USGS protocols, science 

methodology, and volcano terminology and helps scientists to understand the needs of the 

news media. It builds trust and transparency and improves the odds that our science will be 

communicated accurately and shared broadly in times of crisis. Additionally, communications 

staff work with external agency partners to develop plans for coordinating communication 

during times of intense news media interest

Observatory communications specialists developed this news media management guide during 

the decade after the 2004–2008 eruption of Mount St. Helens and refined it after engaging 

in numerous smaller news media interactions. It is a living document and the protocols and 

message delivery mechanisms within it have and will evolve with time. The underlying tenets, 

however, will remain the same—the need for physical preparations, for effective messaging 

that conveys facts and their relevance, and the need to build and maintain trusting working 

relationships with the news media before, during, and after a crisis.

This document can be used to help set up a communications team (Appendix 1. CVO 

Personnel and Other Contact Information); determine primary objectives (Appendix 2. Single 

Overriding Communication Objective Worksheet); develop a communication plan (Appendix 3. 

Communication Plan Template); prepare talking points and visuals (Appendix 4. Talking Points 

and Key Messages); issue a news release (Appendix 5. Examples of News Releases); work 

with the news media (Appendix 6. General Guidance for Working with News Media); respond 

to difficult questions (Appendix 7. Covello’s Risk Communication Templates); track documentary 

producer requests (Appendix 8. Documentary Request Form); use a website to convey 

information (Appendix 9. General Guidance Regarding the U.S. Geological Survey Cascades 

Volcano Observatory Website); develop content for social media (Appendix 10. General 

Guidance for Working with Social Media); and put together a quick response template for the 

first few hours to days of a crisis (Appendix 11. Volcano Science Center Rapid Reference Guide). 

The effort put into developing a communication program now can improve the likelihood of a 

practiced and coordinated news media response during the next volcanic crisis.
v

Contents

Preface ...........................................................................................................................................................iii

Purpose and Use............................................................................................................................................1

Scientists’ Responsibilities ................................................................................................................2

Responding in a Timely Manner................................................................................................2

Avoiding Jargon ...........................................................................................................................2

Discussing Uncertainty...............................................................................................................2

Scientific Information Flow to the Public.................................................................................2

Working with the News Media....................................................................................................................3

Identifying Desired Outcomes ............................................................................................................3

Assembling Tools for Working with the News Media.....................................................................3

Developing Communication Plans .....................................................................................................4

Using Multiple Communications Products .......................................................................................5

News Releases and Advisories for High-Profile Products or Events .................................5

Websites and Social Media for Volcano Information............................................................5

Training for Communication During Crises.......................................................................................7

Training for News Media............................................................................................................7

Training for CVO Staff..................................................................................................................7

Response to Inquiries at CVO ......................................................................................................................8

News Media Phone Inquiries .............................................................................................................8

News Media Emails, Webmaster Inquiries, and Social Media Comments ................................8

Documentary Production Company Requests.................................................................................8

Documentary Request Form ......................................................................................................8

Commercial Release Forms .......................................................................................................8

Image, Graphic, B-roll Footage, and Video Requests.....................................................................8

Images and Generally Available Videos ..................................................................................8

Graphics ........................................................................................................................................8

B-roll and Archival Footage .......................................................................................................8

Providing Large-File Images and Graphics to the Public......................................................9

Geospatial Data and Products...................................................................................................9

CVO News Media Helicopter Policy..................................................................................................9

Response to Intense Media Interest ........................................................................................................11

Developing Products and Messages ..............................................................................................11

Preparation of Talking Points; Rapid Coordination of Message Development................11

Parallel Communication............................................................................................................12

External Partners ..............................................................................................................12

Internal Management .....................................................................................................12

Delivering Products and Messages ................................................................................................12

News Media Briefings (Press Conferences) ........................................................................13

Media Days and Group Interviews .........................................................................................14

Individual Interviews.................................................................................................................14

Recommendations for News Media Briefings......................................................................15

Participation at Public Meetings ............................................................................................16
vi

Communication Duties During Intense Media Interest (no formal JIC) ....................................16

Scientist-in-Charge ...................................................................................................................16

Communications Coordinator..................................................................................................16

OCAP .........................................................................................................................................16

VHP Social Media Ambassadors and Website Personnel .................................................17

Graphics Illustrators..................................................................................................................17

Geospatial Scientists ................................................................................................................17

Scientists.....................................................................................................................................17

Multi-Agency Response with an Incident Command Joint Information Center or System ............18

Communication Duties In Support of the JIC or JIS .....................................................................19

Scientist-in-Charge ...................................................................................................................19

Communications Coordinator..................................................................................................19

OCAP .........................................................................................................................................19

VHP Social Media Ambassadors and Website Personnel .................................................19

Graphics Illustrators..................................................................................................................20

Geospatial Scientists ................................................................................................................20

Scientists.....................................................................................................................................20

Appendixes 1–11..........................................................................................................................................21

Appendix 1. CVO Personnel and Other Contact Information ............................................................23

Appendix 2. Single Overriding Communication Objective Worksheet ............................................25

Directions for Developing a SOCO...................................................................................................26

Target Audience.........................................................................................................................26

Key Message..............................................................................................................................26

Key Facts.....................................................................................................................................26

Objective......................................................................................................................................26

Primary Contact .........................................................................................................................26

Appendix 3. Communication Plan Template.........................................................................................27

Appendix 4. Talking Points and Key Messages .............................................................................29

Key Components of Talking Points...................................................................................................29

Eruption and Hazards Messages .....................................................................................................29

Preparing for a Volcanic Eruption...........................................................................................29

During a Volcanic Eruption.......................................................................................................29

On a Volcano......................................................................................................................29

Near or Downstream of a Volcano ...............................................................................29

Near or Downwind of a Volcano ...................................................................................30

After a Volcanic Eruption..........................................................................................................30

Volcano Science Center Key Messages.........................................................................................30

General CVO Messages.....................................................................................................................31

Appendix 5. Examples of News Releases ............................................................................................33

Sample of a News Release that Might Accompany an Official Alert Level Change...............33

Example of a News Release that Describes Ongoing Activity, Hazards, and 

Role of the USGS ...................................................................................................................34
vii

Appendix 6. General Guidance for Working with News Media........................................................35

General Considerations for News Interviews................................................................................35

Preparing for News Interviews ........................................................................................................36

Your news interview will benefit from careful attention to messaging and presentation. 

Some general considerations for preparing for news interviews are as follows:....36

Developing Content for News Interviews.......................................................................................37

hConduct During News Interviews..................................................................................................39

After the News Interview ..................................................................................................................40

News Interviews Involving Multiple Agencies..............................................................................40

 Appendix 7. Covello’s Risk Communication Templates .....................................................................41

Appendix 8. Documentary Request Form.............................................................................................45

Engaging CVO Staff in Documentary Productions ........................................................................45

Appendix 9. General Guidance Regarding the U.S. Geological Survey Cascades Volcano 

Observatory Website .....................................................................................................................47

Activity Updates..................................................................................................................................47

News Current Events and Volcano Hazards Program News ......................................................47

Media Resources................................................................................................................................47

Event Page ...........................................................................................................................................47

Images and Video ...............................................................................................................................47

Responding to Webmaster Inquiries ...............................................................................................47

Appendix 10. General Guidance for Working with Social Media.....................................................49

Social Media Platforms .....................................................................................................................49

Target Audience..................................................................................................................................49

Social Media Ambassadors..............................................................................................................49

Social Media Posts—Content Creation..........................................................................................49

Responses to Comments ...................................................................................................................50

Appendix 11. Volcano Science Center Rapid Reference Guide.......................................................51

Selected Reading.........................................................................................................................................53
viii

Abbreviations

CVO USGS Cascades Volcano Observatory

DOI U.S. Department of the Interior

FAQ frequently asked question

FEMA Federal Emergency Management Agency

GIS geographic information system

JIC joint information center

JIS joint information system

MAC multiagency coordination

NIMS National Incident Management System

OAS DOI Office of Aviation Services

OCAP Office of Communications and Publishing

OEM Oregon Office of Emergency Management

PIO public information officer

RDPO Portland Oregon’s Regional Disaster Preparedness Organization

SOCO single overriding communication objective

USGS U.S. Geological Survey

VAN Volcano Activity Notice

VHP USGS Volcano Hazards Program

VNS USGS Volcano Notification Service

VONA Volcano Observatory Notice for Aviation

VSC USGS Volcano Science Center

WEPIN Washington State Emergency Public Information Network

WEMD Washington Emergency Management Division
Purpose and Use 1

USGS Cascades Volcano Observatory News Media 

Management Guide—General Protocols and Templates

By Carolyn L. Driedger and Elizabeth G. Westby

“We must couch our discussion in terms that have meaning for the communities we are engaging. Only then can 

our science be put to use for the benefit of society and subsequently be appreciated, supported, and sustained.”

—Dork Sahagian, Journal of Geophysical Research Biogeosciences (Sahagian, 2016).

“

“

Members of the news media gather at the Castle Lake viewpoint near Mount St. Helens, 

Washington, necessitating scientific staff to be present at both the U.S. Geological Survey 

Cascades Volcano Observatory in Vancouver, Washington, and the volcano. USGS photograph by 

Larry Mastin, October 5, 2004.

Purpose and Use

This guide describes general protocols and provides 

templates for news media management at the U.S. Geological 

Survey (USGS) Cascades Volcano Observatory (CVO) 

and is intended for use by the CVO scientist-in-charge, 

communications staff, scientists, and guest communications 

colleagues. This public version, with CVO names and contact 

information removed, may be useful to other agencies 

developing their own protocols and templates.

This guide evolved from a smaller document hastily 

assembled out of necessity during the complex and 

overwhelming news media interest in the 2004–2008 Mount 

St. Helens eruption. News media interest exceeded the need 

for life-saving crisis communication and foretold of the 

need for future multi-faceted and well-coordinated news 

media and social media responses during future volcanic 

events. This guide accompanies the USGS Volcano Science 

Center’s (VSC’s) general guidelines and protocols for how 

communications staff at all VSC observatories will work 

together to respond to news media requests. The protocols 

and templates are applicable to (1) normal conditions when 

CVO has an opportunity to be proactive with its messages 

and to raise general awareness, (2) general responses to news 

media and TV documentary inquiries, (3) intense news media 

interest where the responsibility to communicate information 

and hazards rests primarily with staff at CVO, and (4) intense 

and overwhelming news media interest that requires a multiagency response. This guide reflects general protocols in effect 

at the time of publication. The information will be modified 

as conditions change. Although “news media” generally refers 

to traditional outlets 

such as TV, radio, 

and newspapers, 

the protocols used 

to engage these 

traditional outlets 

apply also when 

responding to 

bloggers, online news 

services, and social 

media comments. 

“The media are a sort of information utility serving up a small but 

steady stream of science news, 

and the scientists who appear in 

quotes or sound bites or behind 

the scenes as crucial sources of 

information are the fuel.”

—Hays and Grossman, 2006
2 USGS Cascades Volcano Observatory News Media Management Guide

Scientists’ Responsibilities 

Members of the news media generally want to speak 

to scientists and not those who manage access to them. It is 

the responsibility of the interviewee to be knowledgeable 

about the scientific content as well as CVO’s role within 

the larger VSC and to present the information in an 

understandable manner.

Responding in a Timely Manner

In the current 24-hour-a-day news 

world, reporters often work on short 

deadlines. It is a scientist’s responsibility to return calls or emails as soon as 

possible. Interviews, whether for film or 

television documentaries or the media, 

require some pre-planning and coordination with scientific colleagues and 

CVO communications staff regarding 

messaging. For purposes of coordination, it is a good idea for 

scientists to notify communications staff and the scientist-incharge regarding requests.

Avoiding Jargon

A recurrent critique of science communication is 

how frequently scientific jargon is used instead of terms in 

common usage by the public. When we talk to scientific 

colleagues, we have the luxury of using technical terminology. When speaking to the news media and public, we lose 

that common understanding and need to make adjustments. 

We must explain ourselves and our work with 

concise words that others can understand and 

find relevant to their lives. A variety of websites, 

such as the website of the American Geophysical 

Union (https://www.agu.org/Share-and-Advocate/Share/News-media/Jargon), discuss scientific jargon and how to identify and replace it. A 

straightforward way to identify jargon is to ask a 

public information officer from another agency 

about which terms they don’t understand and 

make adjustments. You can increase the number 

of people who are interested in your subject by analyzing 

word usage before speaking and by keeping the message 

simple, to the point, and relevant to the audience.

“The uncertainty of when a hazard will occur can make the hazard seem unworthy of attention. Focus instead on the 

impact, which is easier to convey and can be more engaging and motivating. One way to focus on the impact without 

ignoring uncertainty would be, ‘Our best estimate is that a geomagnetic storm causing damage x, y, and z will occur 

sometime within w years; the worst-case scenario is... and the best-case scenario is...’”

—Milch and others, 2019

“Leading with what is 

known and highlighting 

the societal implications 

with multiple examples 

will increase the chances 

of your science being 

understood and used.”

—Milch and others, 2019

Discussing Uncertainty

The news media and public do not 

always understand the difference between 

scientific uncertainty and scientific 

ignorance. Introduce them to uncertainty 

while you tell them about hazards, well 

in advance of a volcano reawakening. 

Explain the sources of uncertainty often. 

This helps the news media and public 

understand why scientists are not telling 

them exactly when an eruption will occur, 

how powerful it will be, or the precise 

area that will be impacted. (See guidance 

for creating talking points in appendix 4 

and conducting interviews in appendix 6.)

Scientific Information Flow 

to the Public

The information needs of the news 

media and public are different from the 

needs of scientific journals. This requires 

that CVO couch facts in context by 

showing the relevance of the information 

and addressing the societal implications 

instead of solely focusing on transmittal 

of scientific facts. It might require science 

and communications staff to invert the 

scientific style of presenting the unknown 

and data first, followed by conclusions. 

A more accessible flow of information 

begins with conclusive statements, 

which are then supported with data and 

evidence. CVO staff are encouraged 

to speak in a narrative style about the 

potential cascading series of eruption 

processes and impacts.

“

“

“Start with what you know and stick 

with the main point(s) you want to 

convey. This contrasts with traditional scientific communication in 

academic journals and presentations, 

which begins by providing context 

and describing what is not known.”

—Milch and others, 2019

 U.S. Geological Survey Cascades Volcano 

Observatory seismologist Seth Moran 

speaks to the news media about volcano 

seismicity. USGS photograph by David 

Wieprecht, October 4, 2004.
Working with the News Media 3

A U.S. Geological Survey scientist answers questions about remote monitoring technology used at active 

volcanoes. USGS photograph by David Wieprecht, March 10, 2005.

Working with the News Media

Explaining science to the public through the news media 

can be challenging. The news media often operates on short 

deadlines and is perceived as wanting only short, attentiongrabbing headline stories. Yet, the news media may be the 

principal source from which the public receives science 

information. Although it isn’t always easy, reporter-scientist 

interactions can offer the best opportunity for the rapid and 

efficient delivery of information to the public and can be the 

best antidote to incorrect reporting.

Identifying Desired Outcomes

Desired outcomes for working with the news media comply with requirements for USGS Scientific Integrity Principles 

by “communicating the results of scientific activities clearly, 

honestly, objectively, thoroughly, accurately, and in a timely 

manner” (https://www.usgs.gov/about/organization/sciencesupport/survey-manual/50025-scientific-integrity). The desired 

outcomes are as follows:

• CVO maintains a reputation as “the” reliable source 

of relevant and timely information about the status of 

volcano hazards in the United States that addresses the 

interests and inquiries of the news media.

• An informed news media has the information necessary 

to develop accurate news stories for the public.

• An informed and coordinated national emergency 

management and response network can effectively 

manage news media interests about volcano hazards.

• The public supports ongoing work by CVO as reported 

on by the news media and in social media.

• CVO staff use news media document templates that promote efficient delivery of messaging to the news media.

These desired outcomes lay the foundation for a multi-modal 

approach to communication that also includes USGS websites, 

social media, and general public outreach.

Assembling Tools for Working with the 

News Media

Science isn’t “done” until it is shared. CVO communications staff proactively work with its management and scientists to identify upcoming research results, new publications, 

special events, and volcano 

news for dissemination to web 

pages, social media, and the 

news media. Together, they 

develop a strategy for posting 

analyses of complex issues that 

can inform the public, preempt 

development of misperceptions, and raise the visibility of 

USGS work.

“Keep the story going and 

you can keep the flow of 

information going...forever. 

That’s what a good television series is—an ongoing 

story, week after week, feeding you information about 

the characters and story.” 

 —Olson, 2009
4 USGS Cascades Volcano Observatory News Media Management Guide

U.S. Geological Survey staff and agency partners participate regularly in volcano trainings and in developing 

and exercising emergency coordination plans. This frequent contact helps staff members in all involved 

agencies build and maintain collegial relationships and readiness for hazardous volcanic activity. USGS 

photograph by Carolyn Driedger, March 12, 2014.

Developing Communication Plans

For specific events and information releases that will 

be of interest to the news media, CVO develops informal 

short- and long-term communication plans internally and with 

external partners to promote general coordination and consistent messaging. As described in greater detail in appendixes 

2–4, communication plans prepared by CVO and its partners 

contain interagency contact lists, plans, and schedules for 

news media releases and media events; talking points, which 

ensapsulate messages; strategies for reaching media and interacting with the public; and actions to take from first response 

to establishing a joint information center (JIC) or joint information system (JIS). 

The following steps are best practices for developing 

communication plans:

1. Identify partners who have similar vested interests, 

and with whom you can develop audience-appropriate communication strategies, key messages, and 

preferred outcomes.

2. Identify the topics of concern to principal audiences. Audiences can include affected communities, 

other agencies, news media, National Park or Forest 

Service interpretive staff, Congress, local officials, 

and others.

3. Develop audience-appropriate messaging for all 

affected groups.

4. Develop messages that include the information to 

be released and its relevance (the “so what” factor), 

context, and implications, both scientifically and to 

the information user.

5. Ensure that messaging is agreed upon and understood among all spokespeople so that there is consistency in information delivery. This is often called 

“speaking with one voice.”

6. Consider a broad range of options for releasing 

products or providing services such as news media 

releases, information statements, visitor area signage 

and handouts, website and social media posts, news 

media briefings (by telephone or in person), and 

media days in the field.

7. Creating a timeline, work plan, and contact list of all 

people involved. Test communication plans during 

volcano coordination plan exercises.

8. Develop a paper or digital press kit that includes 

news releases, statistics, images, and other pertinent 

resources.

9. Monitor results as you implement the plan.

10. Evaluate the effectiveness of the messaging and 

make adjustments to your wording as necessary with 

the goal of communicating important information 

simply and clearly.
Working with the News Media 5

Using Multiple Communications Products

CVO provides routine information about the behavior of 

volcanoes to the public and news media through the Volcano 

Notification Service (VNS), current News events posts on 

the CVO website, social media, and news media releases and 

advisories (see table 1). CVO uses these mechanisms during 

periods of intense media interest with more frequent updates 

as the situation warrants.

News Releases and Advisories for High-Profile 

Products or Events

News media releases and advisories announce the latest 

high-profile products, services, research results, and public 

events such as open houses. They are written by CVO staff in 

conjunction with the USGS Office of Communications and 

Publishing (OCAP), which also is responsible for review, 

approval, online posting, and dissemination. Joint news 

releases with other agencies are drafted with input from CVO 

and must also be submitted to OCAP for review and approval. 

The OCAP approval process may take weeks, although the 

process can be expedited when health and safety are at risk. 

News media products are distributed to the news media and 

also posted and archived on the USGS News Releases website, 

at: https://www.usgs.gov/news/news-releases. 

Appendix 5 offers a model of a news release for a 

change in volcano alert level and a news release that describes 

ongoing activity, hazards, and the role of the USGS in 

monitoring volcanic activity and providing timely warnings to 

communities and civil authorities.

Websites and Social Media for Volcano 

Information

Websites and social media offer online locations for 

immediate access to all types of volcano information. USGS 

social media ambassadors, communications staff, and 

scientists develop content for USGS websites and social 

media accounts. Content can include short versions of news 

media releases and advisories, official volcano alerts and 

information statements, changes in status, and general volcano 

information (see appendixes 9 and 10 for more details). CVO 

communications staff post videos to social media, the CVO 

website, the USGS Multimedia Gallery (https://www.usgs.

gov/products/multimedia-gallery/overview), and the USGS 

YouTube Channel (https://www.youtube.com/user/usgs).

Members of the news media speak with Gloria Patricia Cortés of the Colombian Geological Survey (Servicio 

Geológico Colombiano) about her experiences with a lahar at Nevado del Ruiz. Cortés was part of a United 

States-Colombia binational exchange organized by the U.S. Geological Survey Cascades Volcano Observatory 

to increase local awareness of volcano hazards. USGS photograph by Jessica Ball, May 4, 2017.
6 USGS Cascades Volcano Observatory News Media Management Guide

Table 1. Description of U.S. Geological Survey Cascades Volcano Observatory communication products.

[VAN, Volcano Activity Notice; VONA, Volcano Observatory Notice for Aviation; CVO, Cascades Volcano Observatory; USGS, U.S. Geological Survey; DOI, 

Department of the Interior; OCAP, Office of Communications and Publishing; PIO, public information officer]

Product Responsible staff Duties or product Dissemination/information outlet

Volcano Notification 

Service 

Rotating duty scientists Automatic updates about volcano status and alerts, VANs 

and VONAs (see References 

section for more information).

Email to registrants. Instructions for signing up for 

the Volcano Notification Service are available at 

https://volcanoes.usgs.gov/vns2.

Website content Webmaster, social media 

ambassadors

Updated website content for 

specific volcanoes and 

monitoring techniques; new 

pages as required.

CVO website, https://usgs.gov/cvo. 

News current 

events posts

Webmaster, social media 

ambassadors

Short synopses of current events 

and publications with links for 

more information.

CVO website, https://usgs.gov/cvo.

Social media Social media ambassadors Posts about volcano status, 

alerts, changing conditions, 

and other volcano

information.

USGS Volcanoes Facebook, USGS Volcanoes 

Twitter, USGS Volcanoes Instagram and other 

(USGS, DOI) social media accounts.

News releases 

(local, State, and 

(or) National)

Communications staff, 

scientists, OCAP

Creation of news releases and 

advisories, as necessary.

Disseminated by OCAP, which maintains active 

lists of media groups locally, regionally, and 

nationally [https://www.usgs.gov/news/newsreleases]. Links also provided on the CVO Media 

Resources web page: https://usgs.gov/cvo-mediaresources.

Teleconference 

communication 

about volcanorelated events with 

agency partners 

including PIOs

Scientists, communications 

staff

When intense media interest is 

expected, conduct interagency 

teleconferences to inform 

emergency staff and PIOs, 

with updates as necessary.

Teleconferences are sponsored and led in 

Washington State by the Washington Emergency 

Management Division (WEMD) and in 

Oregon by the Oregon Office of Emergency 

Management.

The U.S. Geological Survey Cascades Volcano Observatory (CVO) is located in Vancouver, 

Washington. CVO is responsible for identifying hazards and monitoring the behavior of active 

volcanoes in Washington, Oregon, and Idaho. USGS photograph by Carolyn Driedger, 2002.
Working with the News Media 7

U.S. Geological Survey Cascades Volcano Observatory scientists and emergency management colleagues 

participate in a mock eruption response at the Washington Emergency Management Division. The exercise 

brought together representatives from State and local agencies to discuss how the agencies will work together to 

coordinate during an eruption. USGS photograph by Carolyn Driedger, June 27, 2018.

Training for Communication During Crises

Periodic trainings for the news media and CVO staff help 

develop skills necessary to foster better working relationships.

Training for News Media

CVO conducts occasional trainings about volcano science for reporters and journalists. Similar trainings for public 

information officers (PIOs) occur semiannually within PIO 

networks. A guidebook for the news media (Washington only) 

by Driedger and Scott (2010) contains key messaging so that 

the news media can familiarize themselves with terminology and volcano concepts. Informal visits to CVO by news 

media members can not only spur the creation of news stories, 

but also build trust with staff and knowledge about volcanorelated issues.

Training for CVO Staff

CVO and OCAP communications staff offer training in 

effectively interacting with the news media and working with 

reporters (appendixes 4, 6, 7). CVO staff with more in-depth 

interest can take locally offered PIO courses sponsored by the 

Federal Emergency Management Agency (FEMA) and State 

and local emergency management offices. See the Department 

of Homeland Security’s National Incident Management System (NIMS) for in-depth descriptions of crisis communication 

tasks and courses. Hyer and Covello (2005) provide suggested 

guidelines for practical training.

CVO staff also build skills through regular interactions 

with information users and communicators. Most CVO partner agencies employ trained communications professionals, 

such as PIOs, educators, or park interpreters. CVO staff can 

enhance their professional skills by participating in associated 

meetings and trainings, requesting reviews of CVO information products, and building long-term working relationships 

that can expand the effectiveness of communication during 

crises. Two examples of multi-agency groups with welldeveloped communication programs are the Washington State 

Emergency Public Information Network (WEPIN, https://

www.facebook.com/washingtonepin/) and the Regional 

Disaster Preparedness Organization (RDPO, https://www.

portlandoregon.gov/rdpo/58477) in Portland, Oregon.
8 USGS Cascades Volcano Observatory News Media Management Guide

Response to Inquiries at CVO

News Media Phone Inquiries

Front desk personnel must be ready to direct news 

media inquiries to the appropriate CVO staff member or to 

other agencies. A list of CVO subject-matter experts and 

other information resources (partner agency contacts, maps, 

frequently asked questions [FAQs], and so on) can facilitate 

this. (See appendix 1 for a telephone list template.)

News Media Emails, Webmaster Inquiries, and 

Social Media Comments 

CVO communications staff and social media ambassadors respond to inquiries from the news media and the public 

over email and social media. Emails, webmaster inquiries, and 

social media comments are typically monitored and distributed 

during normal working hours, which may be expanded during 

periods of intense media interest.

Documentary Production Company Requests

Documentary production companies often contact multiple USGS volcano observatories and OCAP simultaneously. 

One of the roles of communications staff is to aid coordination 

of responses.

Documentary Request Form

Encourage production companies to fill out the 

Documentary Request Form for USGS Involvement in 

Productions on the CVO Media Resources web page: https://

usgs.gov/cvo-media-resources (see also appendix 8). OCAP 

staff can assist with coordination of requests from producers.

Review of the form and conversations with filmmakers 

can promote CVO involvement in serious and worthwhile 

production efforts. Communications staff and the scientist-incharge will make the final decisions about CVO involvement 

and ensure that coordination among producers, scientists, and 

communications staff is effective.

Requests from production companies for images, 

graphics, and B-roll footage are routed to the CVO 

communications staff or the USGS Video Archive Manager 

in Denver, Colorado. (See appendix 8 for the Media Request 

Form and contact information.)

Commercial Release Forms

USGS employees cannot sign commercial copyright 

release forms when giving interviews or providing video 

material. Instead, USGS employees will fill out and send the 

applicable USGS-created form to the documentary producer. 

OCAP maintains the forms on an internal web page and CVO 

communications staff or OCAP can answer questions. Copies 

of the fully signed document are kept for future reference. 

Image, Graphic, B-roll Footage, and Video 

Requests

Images and Generally Available Videos

USGS work, including photographs and videos, are in the 

public domain. News media and members of the public can 

use images and graphics from CVO and the USGS Volcano 

Hazards Program (VHP) websites with credit that the graphic 

was provided “courtesy of the U.S. Geological Survey.” Note 

that the USGS cannot give permission for others to use outside 

copyrighted material it alone has permission to use. No material will be provided to reporters unless it has been reviewed 

and approved (see USGS Fundamental Science Practices 

[USGS, 2019]).

Non-specific requests for photographs can be filled by 

directing the requestor to popular graphics, hazard maps, and 

online image galleries and video sites, such as

• CVO Multimedia website (https://usgs.gov/cvomultimedia). Upon request, it may be possible to find 

higher resolution versions of these images.

• USGS Denver Library Photographic Collection for 

historical images (https://library.usgs.gov/photo/); the 

USGS Multimedia Gallery (https://www.usgs.gov/

products/multimedia-gallery/overview); or USGS 

flickr account (https://www.flickr.com/photos/

usgeologicalsurvey/sets/).

• USGS Volcanoes Facebook, Twitter, and Instagram 

social media accounts.

• USGS YouTube Channel, https://www.youtube.com/

user/usgs.

Graphics

There is value in pre-crisis identification, development, 

and approval of foundational graphics that can be shared 

with the news media before and during a crisis. Identify your 

key messages, then determine how to address them visually. 

Graphics on the CVO website are in the public domain and 

may be used without restriction. Users are asked to indicate in 

the caption that the graphic was provided “courtesy of the U.S. 

Geological Survey.” Graphics on the CVO website will be 

provided in the highest resolution possible.

B-roll and Archival Footage

Send detailed inquires to the USGS Video Archive Manager (in Denver, Colorado) using the link to request footage at 

https://www.usgs.gov/news/im-a-reporter.
Response to Inquiries at CVO 9

During volcanic activity in 2004, scientists at the U.S. Geological Survey Cascades Volcano Observatory discuss 

potential eruption outcomes. They state their consensus in a series of talking points that guide their messaging when 

speaking with news media. USGS photograph by Carolyn Driedger, October 1, 2004.

Providing Large-File Images and Graphics to the 

Public

CVO provides images and video to the public through 

its website and social media accounts. The preferred method 

is for users to download images or videos directly from those 

public sites. If that is not possible, files 

can be transferred by email, although 

there is currently a 25 MB limit on 

attachments. Larger files can be 

transferred through a USGS FTP site.

Geospatial Data and Products

CVO geospatial scientists work with 

USGS colleagues and partner agencies, 

as appropriate, to acquire the base maps, 

digital elevation models, imagery, and field data necessary 

to develop required geospatial products. These products may 

include scenario maps derived from the outputs of volcano 

hazard models such as LAHARZ, Ash3D, and D-Claw; 

visualizations of modeled results and volcano hazard maps; 

data about changing conditions such as lava flow advance and 

lava dome growth; and web maps and web mapping services 

for rapid release of map products to support risk assessment. 

Geospatial scientists coordinate with colleagues, outreach 

staff, social media ambassadors, and website personnel to 

ensure accuracy of geospatial products and 

messages.

CVO News Media Helicopter Policy

Current CVO policy states that staff cannot fly with the media, even in Department of 

the Interior (DOI) Office of Aviation Services 

(OAS)-carded helicopters. For CVO interviews, alternative measures include offering 

on-ground and at-CVO interviews and use of 

existing B-roll footage. For documentaries and other non-news 

programs, permission to film on location is required from the 

appropriate land management agency, such as the U.S. Forest 

Service or National Park Service.

 “Know beforehand what 

you want to say and how 

you are going to say it. 

That way, reporters will 

use the quotes you want 

them to use.”

—Hays and Grossman, 

2006

“If no new information becomes available in a timely manner, let the audience know that the risk is still being 

studied and that they haven’t been forgotten....”

—Lundgren and McMakin, 2013

“

“
10 USGS Cascades Volcano Observatory News Media Management Guide
Response to Intense Media Interest 11

Former Secretary of the Interior Gale Norton (at lectern), Senator Maria Cantwell (left), 

Washington State Representative Brian Baird (second from left), and U.S. Geological Survey 

Cascades Volcano Observatory (CVO) scientists (far right) address members of the news media 

outside CVO in Vancouver, Washington. USGS photograph by Elliot Endo, October 2, 2004.

Response to Intense Media Interest

This section describes necessary actions for periods 

of rapid acceleration in media interest. Some of the actions 

listed as necessary at more advanced levels may be additive to 

actions listed at lower levels.

Developing Products and Messages

The scientist-in-charge should advise scientists to send 

all news media requests directly to communications staff for 

coordination. This will allow scientists to concentrate on their 

scientific endeavors. This temporary severing of ties can be 

difficult, but it is necessary, especially for scientists who are 

well acquainted with news media members.

Initially, intense news and social media interest will 

likely trigger the need for coordination and a teleconference 

with local emergency and land management officials. In 

Washington, the teleconference will be with the Washington 

Emergency Management Division (WEMD), and there may 

be additional teleconferences with agency PIOs. In Oregon, 

initial communication will be coordinated through the Oregon 

Office of Emergency Management (OEM). This process often 

happens within the hour prior to CVO issuing changes in the 

Volcano Alert Level.

Guidance on what to do during the first few moments 

of any reported volcanic activity are provided in the Volcano 

Rapid Reference Guide (appendix 11). Local volcano 

coordination plans also provide general guidance about 

media coordination and can be found as follows: Washington 

Volcano Coordination plans, http://mil.wa.gov/plans; and 

Oregon plans, https://www.oregon.gov/OEM/Documents/

Mount_Hood_Volcano_Coordination_Plan.pdf.

Immediate actions may include developing an Information Statement and talking points and compiling a list of PIO 

contacts. Assign a single email address to which the news 

media can send their questions. Additionally, communications 

staff may be called upon to aid the scientist-in-charge and 

scientists in developing products for the USGS Volcano 

Notification Service (VNS) (https://usgs.gov/volcanonotifications), such as Information Statements, Volcano Activity Notices (VANs), or Volcano Observatory Notices for Aviation (VONAs). A news media release might provide additional 

content, or a news media advisory might provide a schedule of 

CVO scientist availability and (or) press conferences.

The VSC internal protocols outline instruction for conveying information internally concurrent with the news media 

response. When the news media contacts multiple observatories with the same requests, observatories will need to coordinate their response. Additional staff may be added to CVO 

to aid in coordinating and implementing a media response, 

available either in person or by phone or email from other 

USGS offices.

Preparation of Talking Points; Rapid Coordination 

of Message Development

Communications staff at CVO will maintain talking 

points about the volcanic activity. Written materials and 

graphics should explain “What is happening,” “What is the 

impact,” and “What are we doing about it.” Expect that after 

about 48 hours, the news media and public will focus more 

intently on the event, requesting more specific information 

about cause, what scientists have learned, safety, and how 

long the event will last. The news media and public will have 
12 USGS Cascades Volcano Observatory News Media Management Guide

questions about how events impact their family and mitigation 

measures. Visual aids such as maps, graphics, images, or 

video are increasingly critical for news outlets and should be 

assembled for dissemination via the internet.

Talking points are for internal use by CVO staff and partners and are not distributed to the news media or public. (See 

appendix 4 for CVO talking point guidelines.) Management, 

scientists, and all communications specialists (including social 

media ambassadors and website personnel) must be involved 

and informed about the situation and actions to be taken.

Parallel Communication

Users with interests in the broader scope of 

communication should keep in mind that in addition to 

interactions with the news media, parallel and multifaceted 

lines of communication are maintained with USGS external 

partners and with management of the USGS and DOI. These 

communiciatons lines exist for the purpose of maintaining 

situational awareness and for fulfilling information needs of 

partners who have missions of risk reduction.

External Partners

The scientist-in-charge will keep key agencies informed 

by providing periodic situation reports and updated talking 

points. An informal JIS might be established so that each 

agency can deliver messages germane to its mission and focus 

on conveying information it is qualified to share. External 

contacts may include the Pacific Northwest Seismic Network; 

specific U.S. Forest Service or National Park Service personnel; Federal, State, or county emergency managers; and emergency responders responsible for the area of interest. Contact 

lists are updated periodically as part of a communication plan 

or volcano coordination plan.

Internal Management 

In a separate line of communication, VSC management 

uses the same news media release material to create 

situational reports (“Sit Reps”) that are regularly distributed 

to USGS and Department of the Interior (DOI) leadership. 

All interactions with the congressional staff members and 

elected officials are conducted by the Volcano Science Center 

Director and staff at OCAP.

Delivering Products and Messages

Shared digital platforms and large group engagements 

can be the most effective ways to address the news 

media. This includes holding press conferences in large 

facilities (often at secondary sites), conducting video and 

teleconferences with the media, and arranging special media 

days at the volcano. 

Members of the news media gather outside the U.S. Geological Survey Cascades Volcano Observatory 

during a briefing held in Vancouver, Washington. USGS photograph by Elliot Endo, October 2, 2004.
Response to Intense Media Interest 13

“Interviews conducted during a crisis aren’t easy. Something bad has happened and nobody is happy about it, yet 

you have to face the press and answer questions. What you say is important, but so is how you say it. Your face 

should reflect the gravity of the situation. If you’re tired because of the strain caused by the crisis, it’s okay to 

show that. At the same time, you want to appear strong and confident so you inspire faith in your organization as 

well as your words.”—Beckwith, 2006

U.S. Geological Survey scientist Tina Neal addresses the news media using photographs and 

graphics to describe events and potential outcomes. USGS photograph by Carolyn Driedger, 

October 22, 2004.

News Media Briefings (Press Conferences)

News media briefings or press conferences generally take 

place at CVO. While CVO staff can organize media briefings 

as needed, OCAP takes responsibility for organizing larger, 

more formal assemblies and will have the most current procedures. These briefings can be in person, video or teleconferences, or a combination of appropriate technologies.

Plan for an audio bridge or other technology to accommodate news media outside the local area (OCAP can assist in 

arranging this). Other locations may be found for media briefings if unrest escalates and larger facilities outside of CVO are 

needed.

After assembling an agenda for the news briefing, post 

it to the CVO Media Resources website and distribute it 

both in paper and electronic form. Along with agenda items, 

include names of speakers, statistics pertinent to the event, 

major points, a list of online resources, and the time of the 

next news briefing (and what you intend to know at that time). 

Also provide maps and graphics in hard copy and electronic 

(PDF) formats. Be aware of the USGS Fundamental Science 

Practices (USGS, 2019), and only distribute images, maps, 

or posters that have been reviewed and approved to the news 

media. On-the-spot documents that have not been reviewed 

can be created for briefings, but they should not be further 

disseminated.

The entire briefing (USGS and partner statements) should 

be no more than one-half hour in length, not including times 

for individual interviews. If there are multiple speakers, each 

speaker should make a very short statement of what they know 

or what has changed and open the briefing for questions from 

reporters.

For news media briefings at CVO, the USGS logo should 

be on the lectern and USGS speakers should wear the USGS 

logo on their apparel. Any 

backdrop images behind the 

speakers should be appropriate for the audience and the 

activity. Speakers should 

have easy access to monitoring instruments, rock and 

ash samples or other tangible 

items, images, maps, graphics, or video as needed.

“There is nothing more 

powerful than the first-person 

narrative—the voice that can 

speak to a crowd and say, 

“This is what I know; this is 

what I have experienced; this 

is how I feel.”—Olson, 2009
14 USGS Cascades Volcano Observatory News Media Management Guide

Staff conduct a press briefing at the U.S. Geological Survey Cascades Volcano 

Observatory. USGS photograph by Lyn Topinka, October 1, 2004.

U.S. Geological Survey scientist Rick LaHusen holds a 

seismometer as he talks about earthquakes and monitoring 

networks. USGS photograph by John Clemens, October 6, 2004.

Media Days and Group Interviews

During intense media interest, scientists have a dual 

role of monitoring volcanic activity and communicating 

information to the public. To facilitate the transfer of 

information, requests from film or television documentary 

production companies may be consolidated by holding 

designated media days and group interviews in the field. 

In cases where access is limited, the selection of a single 

media pool group that consists of a television reporter and 

a television camera operator, a radio reporter, and a print 

reporter and a print photographer is efficient. The pooled 

material such as generic B-roll footage and images are then 

made available on a “feed” to everyone at the same time. 

Organizations like news networks, the AP, and larger radio 

conglomerates are often familiar with this practice.

Individual Interviews

Individual interviews require a quiet area with sufficient 

space to accommodate cameras and production staff. Most 

often, an indoor location such as the library, conference room, 

or lobby is best. Outdoor locations, such as the front patio are 

also available, weather permitting.

Examine the location in advance to determine that sensitive information has been removed and it is ready to receive 

guests. Ensure that a USGS logo is visible. Consider suitable 

backdrops such as background graphics and images. Request 

computer staff to aid set up of a mobile monitor with displays 

of images, video, data, or other electronic or computer-generated information. Post a sign on the door or nearby indicating 

an interview is in progress to minimize noise and disruptions.
Response to Intense Media Interest 15

Recommendations for News Media Briefings

During the 2004 reawakening of Mount St. Helens, 

Washington, news media representatives split their time 

between the JIC at the Gifford Pinchot National Forest Superintendent’s Office and a viewpoint at the Mount St. Helens 

National Volcanic Monument. The news media preferred to 

be at the viewpoint so it was important to have USGS subjectmatter experts available and to provide a daily selection of 

stories and interviews at the volcano. The consensus, however, 

was that briefings went better indoors than outdoors.

Scientific staff who provide interviews should consider 

the following recommendations:

• Portray a broad perspective on the situation in nontechnical terms.

• Have a good grasp of the situation, including 

up-to-date information, the latest talking points, 

and overarching messaging about Cascade Range 

volcanoes and the VHP.

• Know your limits—science. Know where to refer 

non-science questions or questions that you cannot 

authoritatively answer.

• Use a narrative style and chronological order to talk 

about natural events and their and impacts, especially 

when explaining cause and effect. This can help 

you to link science with stories of people, including 

individuals at risk.

• Take some tangible objects that can help you to 

explain the science (rocks, small posters, and 

equipment). Save larger items for indoor briefings.

• Review best practices for good interviews in 

appendix6.

• If you are in the field, keep the current information 

pathways open by bringing a satellite phone or radio 

and (or) using a telephone to make contact with CVO 

before moving into a zone of no coverage; make 

arrangements with staff at land-management agencies 

to receive updates via email, phone, and possibly 

texting and messaging.

• Have plenty of USGS logo clothing on hand—shirts, 

jackets, hats, and especially any appropriate safety 

gear—to wear during interviews and briefings.

• Never display unsafe behavior or make inappropriate 

remarks. Everything is always “on the record.”

• Keep in mind that citizens may be filming or 

broadcasting the event on social media. As above, 

everything is always “on the record.”

Members of the news media broadcast from the Castle Lake viewpoint, west of Mount St. Helens, Washington. USGS 

photograph by Jon Major, October 5, 2004.
16 USGS Cascades Volcano Observatory News Media Management Guide

Participation at Public Meetings 

CVO may participate in public meetings organized by 

partner agencies. Discussions prior to the public meeting will 

confirm the issues to be discussed, available subject-matter 

experts and staffing for the meeting. Information about the 

time, location, and issues to be discussed will be posted on the 

CVO website and USGS social media accounts.

Communication Duties During Intense Media 

Interest (no formal JIC)

During intense media interest with no formal JIC, normal 

outreach tasks generally are put aside, and staff focus on communication. The following lists provide an overview of the 

expected tasks and responsibilities.

Scientist-in-Charge

During intense media interest, the scientist-in-charge 

does the following:

• Appoints a communications coordinator to oversee 

media communication during the event.

• Maintains overall responsibility for development of 

management briefing documents for USGS internal 

communication, including principal points, images, 

graphics, and chronology.

• Assigns outreach staff to develop plain language text in 

Activity Updates and related products.

• Communicates frequently with the communications 

coordinator regarding progress, concerns, and needs.

• Keeps VSC director informed, so the director can 

keep the USGS VHP and Natural Hazards Mission 

Area informed.

• Authorizes key messages to be used in interviews 

and products.

• Aids in obtaining additional communications staff.

• Approves any new graphics, maps, and other products 

for distribution to the news media.

Communications Coordinator

During intense media interest, the communications coordinator, who is appointed by the scientist-in-charge, ensures 

that the roles below are filled and that there is proper communication between involved parties. The communications 

coordinator does the following:

• Communicates regularly with the scientist-in-charge 

to ensure that media response needs can be addressed 

effectively with current staffing.

• Champions clear and consistent messaging in all 

communications

• Participates in developing background materials and 

status reports.

• Aids CVO management in developing internal 

management briefing documents; works with VHP 

and VSC management and OCAP to coordinate CVO 

external portions of media responses; and works with 

OCAP to keep the USGS director, DOI officials, and 

Congress apprised of the situation as it evolves. 

• Maintains contact with inter-agency PIOs regarding the 

need for a JIC or JIS. 

• Coordinates interviews and preparation of subjectmatter experts for the interviews. 

• Ensures that news media email requests and phone 

calls are addressed effectively, ascertains needs 

for aid from OCAP and other VSC observatories, 

and speaks with OCAP about mechanisms that can 

improve efficiency. 

• Tracks news stories to assess accuracy. 

• Ensures maintenance of inquiries recorded on an 

internal-use shared drive folder; during large events, 

DOI will want a daily report. 

• Creates a daily checklist for guests who are helping 

with media management. 

• Oversees production of B-roll footage and images. 

• As time allows, oversees creation of special 

educational products.

OCAP

During intense media interest, OCAP does the following:

• Aids in assignment of a special email address for the 

news media to send their interview request and creates 

a shared access document to log and track fulfillment 

of requests. 

• Aids in facilitating news briefings, whether they be in 

person or virtual.

• Facilitates development, approval, and distribution of 

news releases and media advisories; helps coordinate 

public inquiries; and manages all congressional affairs.

• Facilitates general USGS postings of high-interest 

information on USGS websites and social media 

accounts in coordination with VHP social media 

ambassadors and website personnel.

• Provides archived B-roll footage to the news media and 

aids in developing new material as requested.
Response to Intense Media Interest 17

VHP Social Media Ambassadors and Website 

Personnel

During intense media interest, VHP social media ambassadors and website personnel do the following:

• Work with the communications coordinator and scientists to develop talking points.

• Work with other communications and science staff to 

promote consistent word usage and messaging in interviews and products.

• Work with scientists and the communications coordinator to ensure that VNS updates and website and social 

media messages are in alignment.

• Coordinate as needed with OCAP so news is crossposted on USGS webpages.

• Coordinate with social media staff at external partner 

agencies.

• Track and address incoming social media communication; monitor the general public’s perceptions and 

concerns; and make timely interjections, corrections, 

and comments.

• Answer social media comments, incoming email, 

and web requests from the public or pass them to 

other staff.

• Provide new images, video, and graphics for the CVO 

website and social media accounts or to image or 

video databases.

• Inform other outreach staff about FAQs and needs for 

communication updates.

• Develop a template to convey up-to-date images, 

graphics, and text for situational awareness (this may 

take the form of a new web page [see appendix 9]).

• Update material on the CVO and VHP websites (News 

posts, news resources, new web pages) as required.

• Maintain contacts with inter-agency PIOs regarding 

potential participation in a JIC or JIS.

Graphics Illustrators

Charts and illustrations are often needed for news briefings, websites, and social media posts. During intense media 

interest, graphics illustrators do the following:

• Develop and update visual information products for 

distribution to news media, social media, the CVO 

website, public meetings, and agency partners.

• Prepare exhibits or posters for daily press briefings or 

news conferences, including arranging for mounting 

and lamination.

• Coordinate with scientists, the communications coordinator, social media ambassadors, geospatial scientists, 

and website personnel to ensure accuracy of images, 

maps, and messages.

• Keep the scientist-in-charge informed of resources 

required for creation of quality products and obtain 

approval for new and significantly updated graphics 

and map products.

• Coordinate with USGS colleagues and partner 

agencies, as appropriate, to acquire base maps, 

imagery, and digital elevation data necessary to 

develop required products.

Geospatial Scientists

During intense media interest, geospatial scientists do the 

following:

• Acquire base maps, digital elevation models, imagery, 

and field data necessary to develop required geospatial 

products. These products may include scenario maps 

derived from the outputs of volcano hazards models 

such as LAHARZ, Ash3D, and D-Claw; visualizations of modeled results and volcano hazard maps; 

data regarding changing conditions such as lava flow 

advance and lava dome growth; and web maps and 

web mapping services for rapid release of map products to support risk assessment.

• Coordinate with colleagues, outreach staff, social 

media ambassadors, and website personnel to ensure 

accuracy of geospatial products and messages.

• Inform the scientist-in-charge of the resources 

required to create and release quality geospatial products that meet internal USGS, external partner, and 

news media needs.

Scientists

During intense media interest, scientists do the following: 

• Aid the scientist-in-charge and other scientists in 

developing products for volcanic activity updates, 

which will be available to the news media. 

• Participate in development and review of talking 

points.

• Coordinate with communications staff to promote 

consistent word usage and messaging in interviews 

and products.

• Develop talking points that express a broad view of 

volcanic activity, put current activity in perspective, 

and show implications and relevance to people.

• Coordinate with partner agencies and co-authors to 

maintain consistent word usage and messaging.

• Provide interviews at CVO, in the field, at a JIC, or at a 

public meeting.

• Create photographs and video documenting fieldwork 

(including metadata) and upload to a centralized 

database.

• Route all incoming media requests to the 

communications coordinator.
18 USGS Cascades Volcano Observatory News Media Management Guide

“The JIC can be viewed as a central hub for communication, a “one-stop shopping” facility where representatives from cooperating agencies can address inquiries with a single voice. The use of a JIC reduces confusion, 

inaccuracies, and duplication of efforts and can help address rumor control.”—Driedger and others, 2008

Multi-Agency Response with an 

Incident Command Joint Information 

Center or System

A Joint Information Center (JIC) is a multi-agency 

central coordination point for dissemination of timely and 

accurate incident information to the public and news media, 

external affairs activities, and news media access. A Joint 

Information System (JIS) is a multi-agency central virtual 

system with a similar purpose. Both are used during times 

when an Incident Command has been established and is run 

by the larger command structure, sometimes known as a 

MAC (multiagency coordination) Group Command or joint 

operations center. Communication requests may ramp up with 

development of a JIS followed by the eventual opening of a 

JIC and then later shrink back to a JIS.

The JIC is a co-located site for local, State, and Federal 

information staff to attain a coordinated incident information 

response. A JIC can be assembled when communication needs 

exceed the capacity of individual agencies. It is scalable and 

flexible to adapt to the size and scope of the incident.

The JIC provides interagency coordination and 

integration, development and delivery of coordinated 

messages, support for decision makers, and flexibility to meet 

needs based on changing circumstances. Although the public 

can receive information from any source, a JIC allows the 

various organizations with responsibility during incidents to 

come together to ensure that information disseminated to the 

public is accurate, understandable, timely, and consistent. 

Distribution and dissemination of information approved by 

a MAC Group Command is through JIC communication, 

including news media releases, interviews, news media 

briefings, social media posts, and website products. A general 

call center and other office resources are shared, and technical 

representatives from specific agencies address inquiries 

germane to their agency’s focus.

Outside the JIC, each 

organization maintains its 

own authority and policies 

but contributes to an overall 

unified message presented 

to the public in the JIC. 

Individual agencies will 

speak to their specific 

statutory responsibilities 

with prior coordination of 

information releases.

“A major lesson learned in 

2004 was the speed with 

which public and media 

response can outpace the 

actual progression of eruptive 

events.”—Frenzen and others, 

2008

Public information officers from various agencies address news media requests during the October 2004 

eruption of Mount St. Helens, Washington. USGS photograph by Carolyn Driedger, October 4, 2004.

“

“
Multi-Agency Response with an Incident Command Joint Information Center or System 19

Communication Duties In Support of the JIC or 

JIS

The following lists provide an overview of some of the 

expected tasks and responsibilities when a JIC or JIS is in 

place. (See resources offered by the Department of Homeland 

Security concerning the National Incident Management System [NIMS] and crisis communication during a JIC or JIS.)

Scientist-in-Charge

When there is a JIC or JIS, the scientist-in-charge does 

the following:

• Appoints a communications coordinator who can serve 

as the principal communications liaison between the 

USGS and the JIC.

• Maintains overall responsibility for developing 

Management Briefing documents for USGS internal 

communication, including principal points, images, 

graphics, and chronology.

• Assigns outreach staff to develop plain language text in 

USGS Activity Updates and related products.

• Maintains close coordination with the communications 

coordinator regarding USGS alert-level changes and 

messaging concerning ongoing activity.

• Communicates frequently with the USGS communications staff liaison within the JIC regarding progress, 

concerns, and needs.

• Authorizes key USGS messages to be used in interviews and products.

• Approves any new USGS graphics, maps, and other 

products for distribution to the news media.

• Aids in obtaining additional USGS communications 

staff.

Communications Coordinator

When there is a JIC or JIS, the communications coordinator, serving at the wishes of the scientist-in-charge, performs 

the role of consultant and liaison at the JIC or JIS, ensures that 

the roles below are filled, and ensures that there is proper communication between involved parties. The communications 

coordinator does the following:

• Communicates regularly with the scientist-in-charge 

about concerns and needs as seen at the JIC or JIS.

• Participates in developing USGS talking points and 

incorporating them into JIC or JIS products. Champions clear and consistent communication. 

• Works with JIC staff, social media ambassadors, and 

scientists for alignment of word usage and descriptions 

of events used in interviews, on the CVO website and 

social media, and in personal communication.

• Prepares USGS science staff for participation in JIC or 

JIS media interviews.

• Maintains a list of USGS scientists prepared to speak in 

interviews and news briefings.

• Tracks JIC or JIS messages within news stories and 

takes action to correct inaccuracies.

• Oversees production of USGS B-roll footage and 

images.

• As time allows, oversees USGS creation of special 

educational products.

OCAP

When there is a JIC or JIS, OCAP does the following:

• Facilitates the information feed to congressional staff, 

senior levels of the USGS, and DOI.

• Facilitates general USGS postings of high-interest 

information on USGS websites and social media.

• Facilitates development, approval, and distribution of 

news releases and media advisories at the JIC or JIS.

• Aids CVO communications staff in answering inquiries 

within the JIC or JIS structure.

• Provides archived USGS B-roll footage to the 

news media and aids in developing new material 

as requested.

• When requested by the scientist-in-charge, aids CVO 

communications staff as needed, including back-filling 

CVO communications jobs.

VHP Social Media Ambassadors and Website 

Personnel

When there is a JIC or JIS, social media ambassadors and 

website personnel do the following:

• Maintain contact with inter-agency PIOs as needed for 

a JIC or JIS.

• Work with JIC or JIS staff and other partner agencies to 

ensure consistency and coordination of messaging on 

social media accounts and the CVO website.

• Work with the communications coordinator and USGS 

scientists to develop talking points.

• Coordinate as needed with OCAP so news is crossposted on USGS social media sites.

• Track and address incoming USGS social media communication; monitor the general public’s perceptions 

and concerns; and make timely interjections, corrections, and comments.

• Answer USGS social media comments, incoming 

email, and web requests from the public or pass them 

to other staff.
20 USGS Cascades Volcano Observatory News Media Management Guide

• Provide new images, video, and graphics for the CVO 

website and social media accounts or to image or 

video databases.

• Inform other outreach staff about FAQs and needs for 

communication updates.

• Develop a template to convey up-to-date images, 

graphics, and text for situational awareness (this may 

take the form of a new event web page [see appendix

9]).

• Update material at the CVO and VHP websites (News 

posts, news resources, creation of new web pages) 

as required.

Graphics Illustrators

There can be an almost constant need for charts and 

illustrations for news briefings, websites, and social media 

posts during a JIC or JIS. When there is a JIC or JIS, graphics 

illustrators do the following:

• Develop and update visual information products for 

the JIC or JIS for distribution to the news media, social 

media, the CVO website, public meetings, and agency 

partners.

• Coordinate with USGS scientists, the communications 

coordinator, social media ambassadors, geospatial 

scientists, and website personnel to ensure accuracy of 

images, maps, and messages.

• Keep the scientist-in-charge informed of resources 

required for creation of quality products and obtain 

approval for new and significantly updated graphics 

and map products.

• Coordinate with USGS colleagues and partner 

agencies, as appropriate, to acquire base maps, 

imagery, and digital elevation data necessary to 

develop required products.

Geospatial Scientists

When there is a JIC or JIS, geospatial scientists do the 

following:

• Acquire base maps, digital elevation models, imagery, 

and field data necessary to develop required geospatial 

products. These products may include scenario maps 

derived from the outputs of volcano hazards models 

such as LAHARZ, Ash3D, D-Claw; visualizations of 

modeled results and volcano hazard maps; data regarding changing conditions such as lava flow advance and 

lava dome growth; and web maps and web mapping 

services for rapid release of map products to support 

risk assessment.

• Coordinate with colleagues, outreach staff, social 

media ambassadors, and website personnel to ensure 

accuracy of geospatial products and messages.

• Inform the scientist-in-charge of the resources required 

to create and release quality geospatial products 

that meet internal USGS, external partner, and news 

media needs.

Scientists

When there is a JIC or JIS, scientists do the following:

• Aid the scientist-in-charge and other scientists in 

developing volcanic activity updates, which will be 

available to the news media. 

• Coordinate with partner agencies to deliver geospatial 

products germane to the larger response effort.

• Participate in development and review of USGS talking 

points.

• Coordinate with communication staff to ensure consistent messaging in interviews and products.

• Provide interviews for the JIC or JIS. 
Appendixes 1–11 21

Appendixes 1–11

Visitors at the Johnston Ridge Observatory, 5 miles north of the crater, observe some of the first steam and ash explosions of the 

October 2004 eruption at Mount St. Helens, Washington. USGS photograph by Gene Iwatsubo, October 1, 2004.
22 USGS Cascades Volcano Observatory News Media Management Guide
Appendix 1. CVO Personnel and Other Contact Information 23

Appendix 1. CVO Personnel and Other Contact Information

The following templates list members of the communications teams responding to a news media-intense event. 

Personnel include U.S. Geological Survey (USGS) Cascades 

Volcano Observatory (CVO), Volcano Science Center (VSC), 

Volcano Hazards Program (VHP), and Office of Communications and Publishing (OCAP) communications staff and key 

decisionmakers who will provide input on messaging and be 

responsible for informing other agencies and partners. The 

list is for internal-use only and should not be distributed to 

the news media or public. For front desk personnel and guest 

colleagues include other relevant information such as how 

to transfer internal CVO telephone calls, listen to voicemail, 

record a new voicemail greeting, make announcements over 

the CVO building intercom system, and contact security.

U.S. Geological Survey Cascades Volcano Observatory communications team

[CVO, Cascades Volcano Observatory; GIS, geographic information system; 

CVO personnel Name(s) Email(s) Office phone(s) Cell phone(s)

Scientist-in-charge

Communications/

media/outreach

GIS/maps

Graphics

Social media ambassadors

Video/archives

Website programmer

Website content

Security

Offsite U.S. Geological Survey communications team

[OCAP, Office of Communications and Publishing; VHP, Volcano Hazards Program; VSC, Volcano Science Center]

OCAP and VHP personnel Name(s) Email(s) Office phone(s) Cell phone(s)

Volcano Hazards 

Program director

Natural Hazards 

mission area

VSC Director

OCAP (who will be 

responsible for communication with OCAP 

headquarters staff)

How to transfer internal CVO telephone calls:

How to listen to voicemail:

How to record a new voicemail greeting:

How to make announcements over the building intercom system:

Guidance about building security: 
24 USGS Cascades Volcano Observatory News Media Management Guide
Appendix 2. Single Overriding Communication Objective Worksheet 25

Appendix 2. Single Overriding Communication Objective Worksheet

A single overriding communication objective (SOCO) worksheet helps identify the most important objective or desired outcome of your communication. The SOCO worksheet can be used for all communication with the public and partners, including 

briefings and news releases.

Single Overriding Communication Objective (SOCO) Worksheet

Target Audience: 

Who is the main audience or population segment you would like to receive this information? 

• Primary

• Secondary

Objective:

What is the one message that the audienceshould take away from this interview/story/ or product? 

Key Messages:

Key Facts:

1.

2.

3.

Primary Contact: 

Who will serve as the primary point contact?

Name:

Contact information:

Date and time of availability: 

Write a statement that reflects the key messages that you would like to see as the lead paragraph

 in a newspaper story or broadcast news report

What are several facts or statistics you would like your audience to remember as a result of 

 reading or hearing about this story?

The Single Overriding Communication Objective (SOCO) worksheet was developed by the Centers for Disease Control 

and Prevention and is used frequently in health-hazard communication. Use the SOCO to identify top objectives and to 

prioritize messages for interviews, communication plans, and communication products for the public.
26 USGS Cascades Volcano Observatory News Media Management Guide

Directions for Developing a SOCO

Use the following guiding questions to develop your 

communication objectives. As the situation changes, re-evaluate the worksheet and update the messages.

Target Audience

Who is the main audience or population segment you 

would like this message to reach? Who is the secondary 

audience? Are there other groups that will be interested in 

your communication but who are not part of your targeted 

audiences?

Key Message

In one brief paragraph, state the key point or objective 

you want to communicate. Consider a statement that you 

would be feel comfortable with when you see it as the lead 

paragraph in a news story.

Key Facts

What are the three most important facts you need an 

individual to understand about your issue?

Objective

What is the one message or action someone needs to 

understand? What is your take-home point?

Primary Contact

Review your schedule and confer with the primary point 

of contact to choose a time to release the information when 

staff are available to answer questions.
Appendix 3. Communication Plan Template 27

Appendix 3. Communication Plan Template

A communication plan helps you and your team develop 

a strategy for achieving a multistep plan with different products or activities, multiple spokespeople and external partners, 

diverse audiences, and controversial or sensitive issues. A 

communication plan is ideally created as a document that can 

be shared, edited, updated, and consulted by team members 

while the plan is in effect. It is also useful as documentation 

after the conclusion of the event, to assess what was effective 

and what was not and to guide future plans.

Title

[Indicate the title of the plan, whether it is for a specific product, project, program.]

Goal(s) of the Plan

Metrics for Assessing Effectiveness of the Plan

Target Audiences

Plan Members

Plan members: U.S. Geological Survey internal staff

Affiliation/position Contact name Office and cell phone Email

Plan members: external partners or agencies

Affiliation Contact name Office and cell phone Email

Messaging

[Add your single overriding communication objective (SOCO) and supporting messages here.]

Controversial and (or) Sensitive Issues
28 USGS Cascades Volcano Observatory News Media Management Guide

Spokespeople

Spokespeople

Spokesperson Subject matter Office phone Cell phone Email

Products for Press Kit (FAQs, maps, graphics, etc.)

Activities (Website Stories, Social Media, Media Day, Public Meetings, or Events)

Background Information

Resources to Aid in Understanding (Web, Fact Sheets, Photographs, Videos)

Action Plan 

Action plan and strategy to communicate U.S. Geological Survey research activity

[Dates are approximate]

Date Activity Description Notes Congressional 

notification? Lead/contact

Summary of Results

[Provide links, news clips of stories, event summaries.]
Appendix 4. Talking Points and Key Messages 29

Appendix 4. Talking Points and Key Messages

Talking points are short and simple statements that 

contain all of the relevant information you want to convey to 

the news media and the public. When writing talking points, 

begin with the skeletal information and be prepared to flesh it 

out as the event progresses. Talking points will be most effective if they put current activity in perspective, show relevance 

to people, are supported with evidence and examples (proof 

points), and are written as memorable quotes. When possible, 

use visuals, statistics, and other tangibles to support your 

points. Identify and polish the highest priority talking points as 

key messages for placement in public documents such as press 

releases or for easy verbal delivery.

Talking points and other products, such as images, videos, and updates can be provided internally using a shareable 

electronic platform such as an internal-use shared drive. It is 

imperative that all spokespeople use the same talking points 

and convey the same information. Talking points and key messages can change, so include the time and date on them and 

check back with management and scientists periodically.

Key Components of Talking Points

In general during an event, talking points should answer 

“What is happening,” “What is the impact,” and “What are 

we doing about it.” As the situation evolves, talking points 

might include:

• Description of general physical processes in action.

• Affected area and the size of the event.

• Descriptions of potential impacts to affected areas.

• U.S. Geological Survey (USGS) monitoring of the 

situation.

• Names of other agencies who are responding to the 

event.

• Significance and uniqueness of the event.

• Most likely scenario or range of activity.

• What events scientists expect next.

• Dates and locations of most recent and (or) similar 

activity.

• Communication mechanisms by which people can 

maintain situational awareness—where to get up-todate, reliable information.

Eruption and Hazards Messages

The USGS is tasked with providing information 

about the status of the volcano and potential impacts, 

and not with providing guidance for mitigation. Below, 

are commonly acknowledged key messages that officials 

might provide for the safety of their constituents. For 

detailed and up-to-date information, see the USGS 

Volcano Science Center (VSC) web pages about hazards 

(https://www.usgs.gov/natural-hazards/volcano-hazards/

understanding-volcanic-hazards-can-save-lives).

Preparing for a Volcanic Eruption

Become aware of the volcano hazards that might 

affect the areas where you live, work, or visit. Make a plan 

and ensure everyone in your family knows what to do in 

case of an emergency and how you will communicate (see 

https://www.usgs.gov/natural-hazards/volcano-hazards/

be-informed-make-a-plan-build-a-kit).

During a Volcanic Eruption

Follow recommendations of local authorities and emergency officials.

On a Volcano

You may be at risk from falling ash and volcanic rocks, 

lava flows, lahars, volcanic gases, and fast-moving torrents of 

hot rock and gas (pyroclastic flows).

• Follow instructions for exiting the area as fast and 

safely possible. 

• Stay aware. Your route to safety may be cut off. If you 

are on a snow- and ice-covered volcano, stay off valley 

floors and out of low-lying areas—lahars (volcanic 

mudflows) may occur.

• Pay attention to closure signs; they can save your life.

Near or Downstream of a Volcano 

You may be at risk from lahars (volcanic mudflows).

• Listen carefully to official reports via emergency 

broadcasts.

• If officials warn of an approaching lahar, seek high 

ground off the valley floor as quickly as possible, such 

as by moving up a hillside. Then, seek shelter.
30 USGS Cascades Volcano Observatory News Media Management Guide

• Evacuate if necessary.

Near or Downwind of a Volcano 

You may be at risk from lava flows and falling ash.

• Follow evacuation advice from officials.

• Stay off and away from fresh lava flows—burning 

vegetation releases methane gas, which can accumulate 

in covered areas and be released as an explosion.

• Seek shelter and minimize your exposure to ash.

• Do not drive, unless absolutely necessary; ash can 

damage the engine, filters, and exterior of your vehicle, 

and driving on ash-slickened roads with reduced 

visibility can be hazardous. Reduce driving speed.

• Keep outside air from getting inside. Close and seal 

(for example, with duct tape) non-essential doors, 

windows, vents and other gaps. Place damp towels at 

the bottom of external doors. Minimize use of heating, 

ventilation, and air conditioning (HVAC) systems that 

draw in outside air.

• Listen for up-to-date reports—ash fall might be a 

significant hazard or only a nuisance, depending upon 

eruption size, style, and duration.

• Learn about ash impacts and recommendations for 

cleanup. (https://www.usgs.gov/natural-hazards/

volcano-hazards/ashfall-most-widespread-andfrequent-volcanic-hazard)

After a Volcanic Eruption

Actions to take after an eruptive event are dependent 

upon whether the eruption is continuing, the level of impact, 

and the type of eruption. The most important thing to do is 

to watch and listen for updates from local authorities; they 

will determine when to lift or revise evacuation orders and 

organize relief response.

Volcano Science Center Key Messages

When assembling key messages, focus on the topic being 

addressed. Some general considerations for key messages are 

as follows:

• First and foremost, ensure that the public understand 

that VSC and the Cascades Volcano Observatory 

(CVO) are part of the USGS. The USGS is the key 

organizational level for most communication.

• A 2018 threat assessment states that the United States 

and its Territories are home to 161 active and potentially active volcanoes (Ewert and others, 2018).

• Between 1980 and 2018, the USGS reported 120 

eruptions and 52 episodes of notable volcanic unrest 

(increased seismicity, observed ground deformation, 

gas emission, individually or in some combination) at 

44 U.S. volcanoes. 

• The volcanoes have the potential to erupt again; millions of our citizens and our critical infrastructure is at 

risk from volcanic eruptions.

• Volcanic eruptions can have regional, national, and 

international consequences. 

• Volcanic disasters are preventable. With knowledge, 

preparation, and early warning, individuals and communities can live safely with volcanoes. 

• Volcano monitoring is key to risk reduction. The 

USGS’ capability to assess and mitigate volcano 

hazards depends on its ability to assess volcano 

hazards; monitor volcanoes with instrumented 

networks, new technology, and satellites; research 

volcano processes; and communicate hazard 

information and warnings to the public. 

• Placing volcano monitoring instruments on volcanoes 

in advance of eruptions allows scientists to obtain 

long-term data sets and to identify the signs of volcanic 

reawakening. 

• Volcanoes usually give warning signs that they will 

erupt. USGS scientists have developed a forecasting 

system to alert public officials and the general public to 

the possibility that a volcano may erupt.

• Adequate volcano assessment, monitoring, and instrumentation leads to more efficient warning to the public 

of impending danger and therefore helps mitigate risk 

and safeguard society.

• The USGS and its partners work in cooperation with 

Federal, State, and local authorities and the media to 

provide warnings about volcano hazards. 
Appendix 4. Talking Points and Key Messages 31

General CVO Messages

These Cascade volcano-specific messages demonstrate 

the meaning and relevance of volcanic eruptions to humans. 

• In recent centuries, most volcanoes of the Cascade 

Range have shown signs of being “active” (seismically 

and geothermically active, eruptions in recent centuries, or tectonically poised for magma formation) and, 

although are not currently erupting, have the potential 

to erupt again. 

• As population increases in the Pacific Northwest, areas 

near volcanoes are being developed and recreational 

usage is expanding. As a result, more people and 

property are at risk. The next eruption in the Cascade 

Range could affect hundreds of thousands of people.

• With virtual certainty, Cascade volcanoes will erupt 

again. When they do, ash may travel on the wind for 

many miles, affecting distant communities and disrupting air travel. At the volcano, the melting of snow and 

ice can cause lahars (volcanic mudflows) that travel 

down river channels to areas distant from the volcano. 

In some cases, lava flows will be the main hazard; in 

other areas, explosive activity might produce various 

hazards (for example, ashfall, ballistics or pyroclastic 

density currents).

• Volcanoes show signs that they are going to erupt days 

to months or more in advance. Rising magma shakes 

and deforms the Earth, and emits volcanic gases. Scientists measure earthquakes, ground surface deformation, changes in gas flux and composition from vents 

and cracks, and other physical changes.

• With adequate monitoring instrumentation and surveillance, staff at CVO can detect volcanic unrest and 

provide warnings of possible eruptions, thus allowing 

communities and others at risk to prepare.

• Scientists are engaged in studies of how volcanoes 

work; they develop and install instruments that detect 

volcanic unrest; they explore new methods for predicting eruptions; and they communicate this information 

to officials with responsibilities for community safety.

• Scientists evaluate hazards by examining evidence of 

previous eruptions and identifying areas likely to be 

affected by future eruptions. This provides a basis for 

mitigating effects of future eruptions.

• Scientists study volcanoes to develop and test new 

ideas about how volcanoes function; to develop new 

instrumentation; and to improve eruption-forecasting 

models so that they can provide timely warning to 

officials and residents in areas at risk. 

• CVO aids Federal, State, and local authorities in 

developing jurisdictional emergency coordination 

plans and outreach.

• CVO works in cooperation with Federal, State, and 

local authorities and the news media to provide warnings about volcano hazards. 

• Science isn’t “done” until it’s shared. Scientists provide 

information about volcanoes and hazards to public 

officials and the news media so that they can inform 

land use and emergency planners, the Federal Aviation 

Administration and other Federal agencies, schools, 

and the public. 

“

“ “When your choice of words is memorable, clever, or unexpected, almost guaranteeing that it will be used, you’re 

talking in “sound bites.” A sound bite is a short, catchy snippet of speech that captures the essence of your message in 

a way that stands out in your audience’s memory.” Most situations benefit from an attitude of compassion and confidence—compassion with the opposing view or the victims, confidence that you will be doing the right thing.”

—Beckwith, 2006
32 USGS Cascades Volcano Observatory News Media Management Guide
Appendix 5. Examples of News Releases 33

Appendix 5. Examples of News Releases

A news media release is a short, official statement about 

current conditions. News releases indicate what is new, how 

or why conditions have changed, the impact of the changes, 

and how the U.S. Geological Survey (USGS) is addressing the 

situation. The news media release can include a brief background, prognosis, and description of hazards, along with links 

for more information. Two examples of news media releases 

are provided below. Visit the U.S. Geological Survey (USGS) 

Office of Communications and Publishing (OCAP) internal 

web page for specific and up-to-date guidance about writing 

news releases and advisories.

Sample of a News Release that Might Accompany an Official Alert Level Change

Logo

Title

Release date and time

Location of additional information

States what is new and the 

meaning of the change

Describes why the Alert 

Level has changed

Describes how the USGS 

is addressing the situation

Role of the USGS

USGS raises alert level at Mount St. Helens

Released: 00/00/0000 8:04:21 a.m.

Scientists at the U.S. Geological Survey (USGS) have raised the Volcano 

Alert Level for Mount St. Helens from Normal to Advisory. This change 

in alert level indicates that the volcano is exhibiting signs of elevated 

unrest above known background level.

Approximately fifty earthquakes over magnitude 1.0 have been recorded. 

A magnitude 3.4 earthquake yesterday was centered two miles west of the 

volcano and was reported as felt in the vicinity of the volcano.

Scientists at the USGS and Pacific Northwest Seismic Network are placing temporary sensors around the volcano to augment the existing monitoring network.

The USGS is responsible for issuing timely warnings of potential volcanic 

disasters to affected communities and civil authorities.

Learn more about the Volcano Notification Service and Notification 

Types at the USGS Volcano Hazards Program website (https://usgs.gov/

volcano-notifications). Volcano Updates are available at https://www.usgs.

gov/natural-hazards/volcano-hazards/volcano-updates and through social 

media such as USGS Volcanoes on Facebook (https://www.facebook.

com/USGSVolcanoes/), USGS Volcanoes on Twitter (https://twitter.com/

USGSvolcanoes), and USGS Volcanoes Instagram (https://www.instagram.

com/usgsvolcanoes/). Register to receive Volcano Updates through the 

Volcano Notification Service (https://volcanoes.usgs.gov/vns2/).
34 USGS Cascades Volcano Observatory News Media Management Guide

Example of a News Release that Describes Ongoing Activity, Hazards, and Role of the USGS

Background information

Logos

Title

Release date and time

Location of additional information

States what is new and the

meaning of the change

Describes current work of 

scientists to track progress of 

the eruption

Role of the USGS

USGS Tracks Explosive Eruption of Okmok Volcano in Alaska

Released: 7/18/2008 5:58:27 p.m.

Anchorage, AK—Okmok Volcano in Alaska continues to produce explosions and ash 

plumes through a newly created vent and poses hazards to air travel in the area. 

Scientists are using a combination of seismic and GPS instruments on the ground and 

weather and radar satellites in space to track the progress of the eruption. Human 

visual observations are limited because airborne ash obscures a view of what is 

happening inside the volcano’s 6-mile-diameter caldera and the area is too hazardous 

to enter.

“We are dealing with a scientific challenge because the volcano went from very quiet to 

a large eruption, putting ash to high altitudes with almost no warning,” said John 

Power, Acting Scientist-in-Charge of the Alaska Volcano Observatory (AVO)

The powerful eruption in the Eastern Aleutian Islands began unexpectedly on July 

12, sending up a wet, ash and gas-rich plume that reached an altitude of 50,000 ft 

above sea level. Heavy ash fall occurred on eastern Umnak Island. A dusting of ash 

fell in the busy fishing community of Unalaska, 65 miles northeast of Okmok 

volcano. The ash plume soon spanned several hundred miles across the North 

Pacific, causing many trans-Pacific flights to be diverted and cancellation of flights 

to the Dutch Harbor airport. The gas cloud from the eruption is now over Montana.

The eruption also destroyed or damaged seismic and deformation sensing equipment 

at two monitoring stations. A third station has lost its communication pathway due to 

destruction at the other two. Seismic equipment relays earthquake information and 

GPS equipment is used in monitoring the deformation of the ground surface in 

response to magma movement. Seven seismic stations are still operational and 

seismicity has gradually decreased in intensity since the initial eruption. 

At a minimum, activity at Okmok is likely to continue for days or weeks. Strong 

gas-driven explosions can produce rock ballistics or larger volcanic debris that can be 

hurled beyond the crater rim of the volcanic caldera, potentially landing in surrounding 

areas several miles away. Fast moving clouds of ash, larger debris, and hot gas can 

form and flow across the caldera floor, rise up over the caldera wall and continue to 

flow down Okmok’s flanks. Rain mixed with ash could create mudflows and rapid 

flooding along island drainages. As soon as conditions allow, AVO scientists will 

travel to the volcano in order to document and understand the sudden onset of explosive activity and repair damage to monitoring equipment.

The Okmok caldera formed during catastrophic eruptions 12,000 and 2,000 years 

ago. There are about a dozen cones within the modern caldera that formed in the last 

2000 years, and the most recent eruptive activity occurred in 1945, 1958 and 1997. 

One violent eruption of Okmok in 1817 produced many feet of ash and “scoria” rock 

debris on the northeastern caldera rim, as well as ash fall on Unalaska Island and 

floods that buried an Aleut village at Cape Tanak on the northeast Bering Sea Coast 

of Umnak Island.

USGS is responsible for issuing timely warnings of potential volcanic disasters to 

affected communities and civil authorities. 

Prognosis and description 

of hazards

Describes impacts to monitoring 

instruments

Perspective offered in 

overviewof recent activity and 

community impacts

Quote by USGS authority 

about the hazard that could 

be used in a news story

Information about the current eruption of Okmok Volcano, including activity 

statements, images, background materials, and related hazards can be found at the AVO 

home page and the AVO Okmok Activity web page

The Preliminary volcano-hazard assessment for Okmok Volcano, Umnak 

Island, Alaska is available.
Appendix 6. General Guidance for Working with News Media 35

Appendix 6. General Guidance for Working with News Media

The U.S. Geological Survey (USGS) Cascades Volcano 

Observatory (CVO) relies on the news media to provide 

accurate and up-to-date information to the public. Because of 

the important function that the local news media can play in 

distributing hazard information to affected communities during 

a crisis, CVO (along with many other agencies) may provide 

local media priority over national and international outlets.

This guidance for working with the news media is derived 

from Federal Emergency Management Agency (FEMA) 

Course G-290—Basic Publication Information Officer.

General Considerations for News Interviews

In news interviews, both the interviewer and interviewee have jobs to do. Your job is to represent the USGS well; a 

reporter’s job is to get a good story. With preparation, you can ensure that both objectives are fulfilled. Some general 

considerations for news interviews are as follows:

General Considerations for News Interviews

In news interviews, both the interviewer and interviewee have jobs to do. Your job is to represent 

the USGS well; a reporter’s job is to get a good story. With preparation, you can ensure that both 

objectives are fulfilled. Some general considerations for news interviews are as follows:

When in the field, ensure that they have easy access to the site and sufficient 

space to work. Consider setting up at a viewing area or even a 

dedicated space in the parking lot so that reporters get good footage and you 

maintain control over the location of the interview.

Reporters do not expect that you will 

only answer their questions—they 

might not even know if their questions are relevant. They will rely on you to tell the viewer

or reader the relevant facts, how 

people are affected, and what’s new.

Answer 

the request for an 

interview in a 

timely way.

As you make an agreement to 

give an interview, talk to 

the reporter. Understand 

their motives. Show the reporter that you understand 

their needs by asking about 

deadlines.

Look

at their previous work and speak with 

colleagues. While no one owes an interview to the news media, consider that 

this might be a good opportunity to 

share your work. 

“Framing is the setting of an issue 

within an appropriate context to 

achieve a desired interpretation or 

perspective. Framing endows certain 

dimensions of a complex topic with 

greater apparent relevance. Bring the 

message close to home. Make the message matter now. Frame it in terms of 

human health, or national security.”

—Shone and Marx, 2009
36 USGS Cascades Volcano Observatory News Media Management Guide

“

“

AAXXXX_fig 01

Preparing for News Interviews

Your news interview will benefit from careful attention to messaging and presentation. Some general 

considerations for preparing for news interviews are as follows: 

Ask the reporter about the scope and intention of the interview and request a few questions

in advance. Prepare talking points. During the interview, resist the temptation to make 

off-the-cuff remarks

Never feel compelled to provide an interview on the spot. Talk to the reporter and settle on a 

mutually agreeable time. Take the time to compose yourself. News reporters commonly practice 

reciting their news reports and you can do the same in a quiet room. Remember the principal words 

of the report you want to convey—you do not need to memorize exact sentences.

Translate your science into simple terms so that you are not searching for words during the interview. 

Be careful when using words that have one meaning for hazards scientists and another meaning 

in common usage by the public. Explain these words where appropriate. One example is

 “Warning,” used by the USGS as an alert level, but which also carries more ominous connotations 

with the public.

The public’s interest is in people. Therefore, showcase the work that our personnel are doing in

the public interest and its value. Human-interest stories about our personnel show the face of the 

USGS that often is not seen by the public. The public wants to get to know you and how you work 

as a scientist. 

The news media and public are interested in new technologies and ideas. Remember to discuss them 

in addition to events at the volcano.

Giving an interview in the field requires a team effort. Permissions are required on public lands.

 “The bobbing and weaving between the two modes (creativity and critical thinking) can create texture and complexity 

in the interview, instead of it being one-dimensional. A question is asked, the answer begins with a spark of 

spontaneity—a set of possible answers—and then discipline is imposed.

Q: What do you think caused the dinosaurs to go extinct?

A: Lots of ideas—could have been an asteroid, could have been climate change, could have been too much television, 

maybe they just got bored, I don’t know, but there is a lot of evidence to suggest that one hypothesis is the most 

logical, which is xxx”

—Olson, 2009
Appendix 6. General Guidance for Working with News Media 37

Developing Content for News Interviews

Choosing content starts with identifying audience needs and the messaging you seek to convey. Some general 

considerations for developing content for news interviews are as follows:

Choose a blend of talking points that you see as most 

important to convey and answers to questions that you 

know will be asked. This will require you also to plan 

some transition statements between the two. Start with 

the most important point. Journalists are often limited by 

space and may oversimplify a story to shorten it. Convey 

short and accurate general statements.

Lead with what you know, and not what you 

don’t know. You are not expected to have all 

the answers to an interviewer’s questions. 

Prepare yourself for those moments when 

you do not have the answers.

Teach about the scientific process by 

informing reporters about the many 

iterative steps required to analyze a 

scientific problem. Acknowledge that 

the new finding is just one step along the 

journey to a full answer. Explain what is 

needed to reach final understanding.

Do more than educate—give 

messages that are derived from 

the bureau mission! This can 

provide a more in-depth 

interview, and it helps you to 

phrase the message in terms 

relevant to the USGS.

Use consistent terminology 

that is agreed upon with 

colleagues prior to the 

interview. Introduce new 

terms that are necessary to 

understand the situation and 

explain the terms clearly.

You are part of the story, so talk about your work and the 

work of the USGS. Let the excitement of your work show. 

Demonstrate that USGS consists of real people. Members 

of the news media may ask you about how you feel, and 

as scientists we are inherently underprepared, so be ready. 

Say something useful.“It makes us feel good to be able to 

contribute to the safety of people.” Or, are you scared? “There 

definitely is a hazardous element to our work, and that is 

one reason why it is important for us to install monitoring 

instruments before volcanic unrest begins—to lessen our time 

in hazardous areas.” Or, how does it feel to work there? “It IS 

an amazing experience to work on this volcano. The rocks, 

the steam, the changes going on during this eruption. It’s a 

reminder of why we need to improve our understanding of 

how volcanoes work and continue our partnerships with public 

officials in communities at risk.” Be cognizant that major 

events may be traumatic for some, so temper your excitement 

with a recognition that damage has been done.

Use values-based messaging: 

it communicates why our 

work matters and the benefits 

of preparedness. Examples 

include: “Learning about the 

volcano now can help your 

family to live responsibly 

and safely during a volcanic 

eruption”; “Preparations that 

you make today can save lives 

in your community”; and 

“Taking simple steps to prepare 

will help you to respond quickly 

when the volcano erupts.”
38 USGS Cascades Volcano Observatory News Media Management Guide

Develop narratives that 

include science, the work 

of scientists, and impacts 

to people at risk.

Provide the reporter with an 

explanation of the big picture and 

significant new information about 

the situation and the role of the 

agency. Prepare to speak about the 

implications of your research and 

how it is relevant to society.

Provide content that can put the current 

situation into context. Explain what aspects 

of the situation are new, how they add to our 

understanding of the volcano, and how this 

change is relevant to communities at risk.

Use concrete wording 

and examples that can 

make unexperienced 

events feel more real.

Use comparisons to put scientific information in perspective. “The 

cooling lava dome resembles a steaming plate of hot food”; “Ash 

turned day to night, like a curtain closing between the land and 

sky”;“Volcanologists are like detectives who sleuth around volcanoes in 

search of evidence of past eruption events”; “Tectonic plates fit together 

like giant pieces on an Earth-size jigsaw puzzle”; “An eruption plume 

is like a turbo-charged thunderstorm above the volcano”.

Acknowledge that there are challenges. Make 

statements of mutual agreement, like “This is 

a challenging situation. We appreciate your 

understanding as we investigate.”

Non-scientists sometimes misinterpret scientists’ statements about uncertainty as admissions of errors, rather than 

as an integral aspect of science. It is important that the public understand uncertainty, so explain it by noting that 

forecasts have a range of outcomes. Provide an explanation about the sources of uncertainty. It is not helpful to say 

“We have no idea”. It is accurate to say “Although we are unable to predict the exact timing and size of a possible 

future event, as specialists we agree that life-saving actions are required at this time.”

Anticipate some of the images and graphics that might be required 

to tell the story. Consider using visuals such as graphics or 

photographs, physical samples or demonstrating how instruments 

work or how a process occurs. Double check that graphics and 

photographs are accurate and are of the highest resolution possible.

Developing Content for News Interviews—Continued

Choosing content starts with identifying audience needs and the messaging you seek to convey. Some general 

considerations for developing content for news interviews are as follows:
Appendix 6. General Guidance for Working with News Media 39

Conduct During News Interviews

You can set the tone for your news interview through your attidude, appearance, and approach to answering 

questions. Some general considerations for conduct during news interviews are as follows:

Be yourself. You don’t have to be perfect, just passionate and totally in the moment. Clear your mind. 

Relax and be authoritative. If you are not relaxed, then you give the appearance of being in fight-orflight mode.

Show compassion and empathy for people affected by the volcanic activity. To do so, you must speak 

not from the brain, but from the heart.

For an on-camera interview, ask the reporter where to look, which will typically be slightly offcamera not at the camera. If you are not sure about what to do or where to look, ask for advice. The 

reporter is motivated to get the best audio and visual story possible and will appreciate a brief discussion about how to achieve this.

“Own” the interview. You can’t control what you are asked, but you can control what you say. Have a 

list of your key messages in mind, and transition back to them. Make their questions relevant to your 

key messages. For phone interviews, or even for an informal sit-down interview, have your notes 

open for quick viewing.

Use the bridging examples to avoid saying “I don’t know” or “No comment.” (See Covello Bridging 

template in appendix 7.) Better phrases are “We will provide updates as more information becomes 

available” or “Let me put you in contact with someone who is better suited to answer 

that question.”

Have major transition sentences ready that will take you to supporting messages. Some bridging 

examples include: “What is most important is...” or “What the public should know is...” 

(See Covello Bridging template in appendix 7.)

Don’t overthink their question. If what they are asking is more complicated than a simple answer, 

they don’t really want it. For example, if they ask “how many?” and you don’t have a good number, 

then provide a general answer that supports the larger idea.

Include the question within your answer. This will ensure that your statements are used in context and 

not separated from the original questions.

For recorded (non-live) interviews, if you don’t like the answer that you are giving and your answer 

is still in progress, then end it with an audible sound that will make the clip unusable and go back to 

restate your answer. This is a common practice by the media.
40 USGS Cascades Volcano Observatory News Media Management Guide

After the News Interview

Follow these general considerations to build relationships with people who can broadcast your messages for 

you, now and in the future:

Keep in mind that reporters also are human beings, and that the same courtesies that you extend to 

other professional colleagues should be extended to reporters. Thank them for the opportunity to be 

interviewed.

Provide them with the known schedule for future updates.

Lead them to additional resources that can help them create more in-depth and interesting stories, 

such as links to online images, video galleries, interactive maps, or data products.

Exchange contact information to encourage follow-up questions. 

After the interview has been broadcast, you may provide the interviewer with feedback. If the interview was presented well and fairly, say so. If there were errors of fact, point them out in a helpful 

way. Most reporters want to get the story right and will appreciate corrections if they are offered in 

a positive manner—there might be an opportunity to correct the errors in a future broadcast. If the 

reporter is not responsive and the errors are egregious, contact the editor and explain your position.

News Interviews Involving Multiple Agencies

During a volcanic crisis, CVO may be called upon to 

participate in a media conference that includes multiple agencies. It is important that all participants understand that the 

most effective and accurate communication occurs when each 

agency partner stays within the purview of their expertise—

their information lane. For example, CVO staff provide information about volcanic processes, histories, hazards, monitoring 

and status, research, and information and training resources, as 

well as reports of collaborative work accomplished with other 

agencies, general mitigation measures used globally, and the 

roles of the USGS. External partners might communicate about 

the specifics of preparedness measures and mitigation plans, 

specific guidance about eruption avoidance such as evacuations 

and sheltering, current eruption impacts, and the locations of 

emergency information resources. Each agency should create 

its own communication objectives and messages. 
 Appendix 7. Covello’s Risk Communication Templates 41

 Appendix 7. Covello’s Risk Communication Templates

When speaking to the news media, have major transition sentences ready that will take you to your supporting messages. 

Some bridging examples are provided in Vincent T. Covello’s “Pocket Guide—Risk Communication Tools and Templates” 

(http://www.procommunicator.com/wp-content/upLoads/2012/04/risk-comm-pocket-guide-covello.pdf).
42 USGS Cascades Volcano Observatory News Media Management Guide Basic Risk Communication/Message Mapping Templates* Use these templates to create effective messages in high concern situations CCO TEMPLATE Use when asked a question with high- emotion Steps:

• Compassion• Conviction• OptimismExample: (1) “I am very sorry to hear about.....; (2) I believe that...;(3) In the future, I believe that ....“WHAT IF” TEMPLATEUse when asked a low probability “what if, what might happen” questionSteps:• Repeat the question (without negatives)• Bridge to “what is”• State what you know factuallyExample: (1) “You’ve asked me what might happen if....; (2) I believe there is value to talk about what is, what we know now; (3) And what we know is...”--------------------------------------------------*Source: Dr. Vincent T. Covello , Center for Risk Communication, Copyright 2011

5

BRIDGING TEMPLATESUse when you want to return to your key points or redirect the communication1. “And what’s most important to know 

is...” 

2. “However, what is more important to 

look at is...” 

3. “However, the real issue here is...” 4. “And what this all means is...” 

5. “And what’s most important to 

remember is ...” 

6. “With this in mind, if we look at the 

bigger picture...” 

7. “With this in mind, if we take a look 

back...” 

8. “If we take a broader perspective, ...” 9. “If we look at the big picture...” 10. “Let me put all this in perspective by 

saying...” 

11. “What all this information tells me is...” 12. “Before we continue, let me take a step 

back and repeat that...” 

13. “Before we continue, let me emphasize 

that...” 

14. “This is an important point because...” 15. “What this all boils down to is...” 

6

1N=3P TEMPLATE(ONE NEGATIVE EQUALS THREE POSITIVES) /BAD NEWS TEMPLATEUse when breaking bad news or stating a negativeRecommendation: Balance one bad news or negative message with a least three or more positive, constructive, or solution oriented messagesAGL-4 TEMPLATE (AVERAGE GRADE LEVEL MINUS FOUR TEMPLATE)Use when responding to any high stress or emotionally charged question Recommendation: Provide information at four or more grade levels below the average grade level of the audience. 

GUARANTEE TEMPLATEUse when asked to guarantee an event or outcomeSteps• Indicate that the question is about the 

future

• Indicate that the past and the present 

help predict the future

• Bridge to known facts, processes or 

actions

Example: (1) “You’ve asked me for a guarantee, to promise something about the future; (2) The best way I know to talk about the future is to talk about what we know from the past and the present; (3) And what we know is...” OR

IDK (I DON’T KNOW) TEMPLATEUse when you don’t know, can’t answer, or aren’t best sourceSteps• Repeat the question (without negatives)• Say “I wish I could answer that”; or “My 

ability to answer is limited by ...;” or “I don’t know”

• Say why you can’t answer• Provide a follow up with a deadline 

• Bridge to what you can sayExample: (1) “You’ve asked me about...; (2) I wish I could answer;; (3) We’re still looking into it; (4) I expect to be able to tell you more by ...; (5) What I can tell you is...”FALSE ALLEGATION TEMPLATE

27/9/3 TEMPLATEUse when responding to any high stress or emotionally charged question Recommendation: Be brief and concise in your first response: no more than 27 words, 9 seconds, and 3 messages

PRIMACY/RECENCY TEMPLATEUse when responding to any high stress or emotionally charged questionRecommendation: Provide the most important items or points first and last
 Appendix 7. Covello’s Risk Communication Templates 43

, 

; (

) 

And what we know is...”--------------------------------------------------*Source: Dr. Vincent T. Covello , Center for Risk Communication, Copyright 2011

5

14. 

This is an important point because...

 

15. “What this all boils down to is...” 

6

GUARANTEE TEMPLATEUse when asked to guarantee an event or outcomeSteps• Indicate that the question is about the 

future

• Indicate that the past and the present 

help predict the future

• Bridge to known facts, processes or 

actions

Example: (1) “You’ve asked me for a guarantee, to promise something about the future; (2) The best way I know to talk about the future is to talk about what we know from the past and the present; (3) And what we know is...” OR“What I can guarantee [assure; promise; tell you] is...”YES/NO TEMPLATEUse when asked a yes/no question that cannot be answered yes or noSteps• Indicate you have been asked a yes/no 

question

• Indicate it would be difficult to answer 

the question yes or no

• Indicate why it would be difficult to 

answer the question yes or no

• Respond to the underlying concern

2

IDK (I DON’T KNOW) TEMPLATEUse when you don’t know, can’t answer, or aren’t best sourceSteps• Repeat the question (without negatives)• Say “I wish I could answer that”; or “My 

ability to answer is limited by ...;” or “I don’t know”

• Say why you can’t answer• Provide a follow up with a deadline 

• Bridge to what you can sayExample: (1) “You’ve asked me about...; (2) I wish I could answer;; (3) We’re still looking into it; (4) I expect to be able to tell you more by ...; (5) What I can tell you is...”FALSE ALLEGATION TEMPLATEUse when responding to a hostile question, false allegation, or criticismSteps• Repeat/paraphrase the question without 

repeating the negative; repeat instead the opposite; the underlying value or concern, or use more neutral language

• Indicate the issue is important • Indicate what you have done, are doing, 

or will do to address the issue

Example: (1) “You’ve raised a serious question about “x”; (2) “x” is important to me; (3) We are doing the following to 

address“x.”

3

27/9/3 TEMPLATEUse when responding to any high stress or emotionally charged question Recommendation: Be brief and concise in your first response: no more than 27 words, 9 seconds, and 3 messages

PRIMACY/RECENCY TEMPLATE

Use when responding to any high stress or emotionally charged questionRecommendation: Provide the most important items or points first and lastRULE OF 3 TEMPLATEUse when responding to any high stress or emotionally charged questionRecommendation: Provide no more than three messages, ideas, or points at a time Example: My three main points are: (1) ...; (2)....; and (3)....

4
44 USGS Cascades Volcano Observatory News Media Management Guide
Appendix 8. Documentary Request Form 45

Appendix 8. Documentary Request Form

Production companies should fill out the U.S. Geological 

Survey (USGS) Cascades Volcano Observatory (CVO) 

Documentary Request Form when requesting access to CVO 

facilities or an interview with CVO scientists for for television 

and film documentaries. The CVO Documentary Request 

Form is available online from the CVO Media Resources web 

page https://usgs.gov/cvo-media-resources.

Engaging CVO Staff in Documentary Productions

CVO staff require detailed information from filmmakers 

before they can agree to participate in documentaries. The type 

of information needed is shown in the form below, which can 

be used as a template.

Example documentary request form for U.S. Geological Survey involvement in productions.

[USGS, U.S. Geological Survey]

Documentary Request Form for USGS Involvement in Productions

Date of Application

Name of Organization

Organization Contacts

Current Production Title

Current Production Status (has production been 

accepted for broadcast?)

Broadcast Release Plans (intended channel and 

estimated release date)

Status of Storyline (in progress, fully developed, 

need help with development from USGS)

Storyline

Role in Production for USGS Scientists

Other USGS Resources Requested

Other people in USGS Volcano Program 

contacted
46 USGS Cascades Volcano Observatory News Media Management Guide
Appendix 9. General Guidance Regarding the U.S. Geological Survey Cascades Volcano Observatory Website 47

Appendix 9. General Guidance Regarding the U.S. Geological Survey 

Cascades Volcano Observatory Website

The U.S. Geological Survey (USGS) Cascades Volcano 

Observatory (CVO) website provides background information 

on volcanoes and volcano monitoring, official updates and 

notices, multimedia image galleries and videos, and contact 

information. The intended audience for website content 

includes the news media, affected communities, other 

agencies and partners, and the general public. During times of 

heightened news media interest, additional web pages may be 

created.

Activity Updates

Staff post activity updates and information statements on 

the CVO Volcano Updates web page, https://www.usgs.gov/

natural-hazards/volcano-hazards/volcano-updates.

This information is also circulated via email to 

members of the public who have subscribed to the Volcano 

Notification Service (VNS). The VNS is a free service that 

sends notification emails about volcanic activity happening 

at monitored U.S. volcanoes. The VNS can be customized 

by the user to deliver notifications for certain volcanoes or a 

range of volcanoes. Instructions for signing up are available 

at https://volcanoes.usgs.gov/vns2/.

News Current Events and Volcano Hazards 

Program News

The CVO news posts (https://usgs.gov/cvo) include 

current events, publications, resources, opportunities, 

monitoring information, and other graphics, images, or video 

of current activity. Links send users to web pages with more 

information.

Similar information is provided on the USGS Volcano 

Hazards Program (VHP) News web page as needed (https://

www.usgs.gov/natural-hazards/volcano-hazards/news).

Media Resources

This page contains contact information for communications specialists (https://usgs.gov/cvo-media-resources), along 

with links to other pages of interest, including the most recent 

USGS Volcano Update, alert levels, fact sheets, Cascade 

volcanoes FAQs, media trainings, and media operations during 

volcanic unrest and eruptions.

Event Page

An event web page may be created during times of intense 

news media interest. Components of the page may include the 

following:

• Chronology of Events.

• Map.

• Alert level and color code.

• Links to Updates (Volcano Activity Notice [VAN] or 

Volcano Observatory Notice for Aviation [VONA]).

• Brief text update.

• Monitoring data such as ashfall forecasts or seismic data.

• Links to multimedia galleries, images, videos, preparedness information, geologic history, publications, or other 

key scientific partner, land-management, or emergencymanagement agencies involved in a response.

Images and Video

Images and videos, along with appropriate metadata, are 

posted in full resolution and available for download on a multimedia web page. The link(s) to a multimedia web page will be 

provided on the event, CVO News, and VHP News web pages.

USGS work, including photographs and videos, are in 

the public domain and may be used without restriction. News 

media and members of the public can use images and graphics 

from the CVO and VHP websites with credit that the graphic 

was provided “courtesy of the U.S. Geological Survey.” 

No material will be provided to reporters unless it has been 

reviewed and approved (see USGS Fundamental Science Practices [USGS, 2019]).

Note that some non-USGS photographs, images, and 

graphics are used by the USGS with permission from an outside copyright holder. To use these copyrighted materials, the 

news media must obtain permission from the copyright holder 

under copyright law.

Responding to Webmaster Inquiries

Questions and comments addressed to the webmaster will 

be forwarded via email to appropriate CVO staff for response. 

Responses will be archived in a shared internal-use shared drive 

document. Website personnel and the webmaster are typically 

available during business hours. Hours may be expanded during 

periods of intense media interest. 
48 USGS Cascades Volcano Observatory News Media Management Guide
Appendix 10. General Guidance for Working with Social Media 49

Appendix 10. General Guidance for Working with Social Media

Social media is integral to news media response and 

to the U.S. Geological Survey (USGS) Cascades Volcano 

Observatory (CVO) risk communication strategy. Social 

media, together with other channels of communication, 

informs and educates affected communities about hazards 

and engages a broad audience interested in volcanoes. Social 

media provides a public forum for asking questions of subjectmatter experts that can counter misinformation and rumor. 

Social media enhances the CVO role in monitoring volcanoes 

by pushing accurate, up-to-date content as it becomes 

available, improving situational awareness, and ultimately, 

developing appropriate responses to volcano hazards. This 

information may in turn be amplified to broader populations 

by external social media users.

Social Media Platforms

The USGS has social media accounts at different levels within 

the organization. For example, there are social media accounts 

at the bureau, program, and State level and accounts for different subjects, such as volcanoes.

Volcano information, including text alerts, analysis, images, 

and video, will be posted to the USGS Volcanoes Facebook, 

USGS Volcanoes Twitter and USGS Volcanoes Instagram 

accounts. Other social media accounts may be created or 

platforms used if needed to convey information to appropriate audiences. The USGS Volcanoes posts may be shared 

with bureau-wide USGS social media accounts, such as the 

USGS and USGS Natural Hazards social media accounts, as 

appropriate.

Target Audience

The intended audience for social media content includes the 

news media, affected communities, other agencies and partners, and the general public. The media and other agencies are 

encouraged to share our content.

Social Media Ambassadors

A small group of USGS employees are trained to act as social 

media ambassadors. The social media ambassadors are authorized to post information to social media accounts and respond 

to comments. Other USGS staff can be called upon to submit 

content, which will then be edited and posted by the social 

media ambassadors.

Social media ambassadors will participate in development of 

any communication plan, talking points, and media news products. Social media ambassadors will support a unified message 

and be of one voice on all social media channels. Social media 

ambassadors will coordinate with social media representatives 

from other agencies and partners on the release of information 

and content sharing.

A shared internal-use drive folder will be created and shared 

among social media ambassadors, communications staff, and 

the scientist-in-charge. The folder will include a working file 

for developing new posts and an archive file for saving published posts. A file for frequently asked questions (FAQs) will 

also be created in the shared internal-use drive folder and used 

in responding to comments.

Hours when social media ambassadors will respond to comments will be determined at the time of the event; they are 

typically from 9 a.m. to 5 p.m., Monday through Friday.

Social Media Posts—Content Creation

Social media ambassadors develop content to support the 

overall media communication strategy. Social media content, 

which includes alerts, status reports, short explanations, and 

analysis of USGS activities, provides users with information 

from a reliable source that can be accessed on both computers 

and mobile devices. It enables users to stay involved and current with near real-time information and updates that can be 

easily shared with others.

Volcano Notification Service (VNS) alerts are posted 

automatically to the appropriate social media platforms. 

VNS includes status changes at the volcano and information 

statements.

Posts can include updates from the field, changes in 

activity, new research, news media releases, or general 

information. Posts will be brief and include visual materials 

such as images, videos, and graphics. To maintain brevity, an 

individual post will address a single concept or issue, which is 

summarized in the first sentence of the post. Posts will include 

links to USGS websites for more detailed information. 

Unique hashtag(s) will be created and used for each event. 

Hashtags will be short and may be created around the form of 

#[Location][Event][Date]. Hashtags of #usgs, #cvo, #cascadesvolcanoobservatory, and #[volcanoname] will also be used, 

along with hashtags created by other entities, if appropriate.

Periodically, live events may be broadcast on social 

media platforms such as Facebook Live. These events will 

feature scientific personnel who can provide information and 

respond to questions via direct interaction or live chat. The 

date, time, link, and topic of discussion will be provided on 

USGS Volcanoes Facebook, USGS Volcanoes Twitter, and 

USGS Volcanoes Instagram accounts.

A Facebook Note on the USGS Volcanoes Facebook page 

can be created at the beginning of the event. The note will be 

updated to provide an online chronicle of events. Frequently 

asked social media questions can also be developed and posted.
50 USGS Cascades Volcano Observatory News Media Management Guide

Videos posted to social media will also be made available on the CVO website, the USGS Multimedia Gallery 

(https://www.usgs.gov/products/multimedia-gallery/videos), 

or the USGS YouTube Channel (https://www.youtube.com/

user/usgs).

Content from other monitoring agencies or emergency 

officials’ social media accounts or links to their websites may 

also be shared to amplify official messages about closures, 

evacuations, relief, and recovery.

Responses to Comments

Social media ambassadors respond to social comments 

and messages regularly. During staffed periods, social media 

accounts are continuously monitored. Social media ambassadors 

may forward questions to subject-matter experts or use FAQs to 

develop responses. If a public commenter seeks information that 

is of value to others, consideration will be given to responding 

in a new USGS comment (or new post) rather than replying to 

the individual comment as anyone writing a comment can delete 

it, which also deletes the reply.

Individual comments seeking information about topics 

outside of the USGS field of expertise will be directed to other 

agencies or partners. A USGS response will direct the person 

making the comment to ask the question of the other agency. 

The social media ambassador will also work with other agencies 

via email or other means to let them know about comments.

Responses to comments will be archived in a shared 

internal-use shared drive document. Comments and public 

feedback may be circulated internally and used to evaluate and 

adjust messages, as necessary. Content may be used to prepare 

FAQs or additional social media posts.
Appendix 11. Volcano Science Center Rapid Reference Guide 51

Appendix 11. Volcano Science Center Rapid Reference Guide

Guidance on what to do during the first few moments of any event are provided in the Volcano Rapid Reference Guide and 

posted in prominent locations in the observatory. The template in figure 11.1 can be used to create a Rapid Reference Guide for 

your agency.

TASKS - First 10 MINUTES of volcanic event 

ARRANGEMENTS - During first HOUR of volcanic event 

Include contact information for additional help within office, within team and communication 

offices, and with partner agencies. 

Volcano Rapid Response Reference Page 

- Before Speaking To Media:

Visit operations room—obtain three known facts about situation for the development of 

talking points: 

- News Briefing Arrangements: Establish time and place; announce the briefing; arrange 

 for audio bridge; choose speakers; develop messages to greater depth and information; 

 assemble agenda; address needs for graphics. 

- Front Desk Duty: Arrange for staffing in evenings and early mornings as necessary. 

- Joint Information Center (JIC) Planning: Initiate interagency arrangements as necessary. 

- B-Roll: Encourage scientific observers to take video that can be used for media b-roll;

arrange for b-roll preparation and distribution. 

- Web Site Information: Provide any necessary information about media briefings and b-roll to

 webmaster for b-roll preparation and distribution. 

- Review Personal Needs For Outreach Staff: Food, family schedules, for example. 

- Off-Hours Arrangements: Advise duty scientists to check the front desk recorder for phone

 messages and respond to inquiries during nonwork hours. If inquiries require additional 

 attention, contact outreach staff. 

Talking Points

What Is Happening?

What Is The Impact? (Example -Ash from plume will fall east of volcano). 

(Example - USGS closely monitoring this event and

 advising local officials). 

- Update Talking Points: Add some situation background. 

- Recorded Message: Place temporary messages on pertinent phone recorders information

 lines, and websites. 

- Arrange Additional Help: For liaison between operations room and outreach staff. 

- Answer Inquiries: Keep talking points visible while providing telephone interviews; 

 maintain a record of inquiries. 

- Request Assistance From Other Offices/Agencies: If it appears that a media event 

 might overwhelm staff on hand. 

Contact Information for Outreach Staff: 

(Example -At 5:25 p.m. a small puff of steam rose...and is ongoing). 

1 

2 

4 

3 

5 

6 

1 

2 

3 

6 

7 

4 

5 

What Are We Doing About It?

Example Volcano Rapid Response Reference guide showing steps to take immediately following the start of a volcanic 

event. Modified from Driedger and others, (2008).
52 USGS Cascades Volcano Observatory News Media Management Guide
Selected Reading 53

Selected Reading

Beckwith, S.L., 2006, Publicity for nonprofits: Chicago, 

Kaplan Publishing, 242 p.

Driedger, C.L, Neal, C.A., Knappenberger, T.H., Needham, 

D.H., Harper, R.B., Steele, W.P., 2008, Hazard information 

management during the autumn 2004 reawakening of 

Mount St. Helens volcano, Washington, in Sherrod, D.R., 

Scott, W.E., Stauffer, P.H., eds, A Volcano Rekindled—The 

Renewed Eruption of Mount St. Helens, 2004–2006: U.S. 

Geological Survey Professional Paper 1750, p. 505–519.

Driedger, C.L., and Scott, W.E., 2010, Volcano hazards, 

in Schelling, J., Nelson, D., eds., Media guidebook for 

natural hazards in Washington—addressing the threats 

of tsunamis and volcanoes: Camp Murray, Washington, 

Military Department Emergency Management Division, 

44 p., accessed November 11, 2014, at https://mil.wa.gov/

asset/5ba42005d522e.

Ewert, J.W., Diefenbach, A.K., and Ramsey, D.W., 2018, 2018 

update to the U.S. Geological Survey national volcanic 

threat assessment: U.S. Geological Survey Scientific Investigations Report 2018–5140, 40 p., https://doi.org/10.3133/

sir20185140.

Federal Emergency Management Agency, 2016, Course 

G290–Basic Public Information Officer: Federal Emergency 

Management Agency web page, accessed March 23, 2020 at 

https://training.fema.gov/programs/pio/g290.aspx.

Frenzen, P.M., and Matarrese, M.T., 2008, Managing public 

and media response to a reawakening volcano—lessons 

from the 2004 eruptive activity of Mount St. Helens, in 

Sherrod, D.R., Scott, W.E., Stauffer, P.H., eds., A Volcano 

Rekindled—The Renewed Eruption of Mount St. Helens, 

2004–2006: U.S. Geological Survey Professional Paper 

1750, p. 493–503, https://doi.org/10.3133/pp1750.

Hayes, R., and Grossman, D., 2006, A scientist’s guide to 

talking with the media—practical advice from the Union 

of Concerned Scientists: New Brunswick, N.J., Rutgers 

University Press, 194 p.

Hyer, R.N., and Covello, V.T., 2005, Effective Media 

Communication During Public Health Emergencies—A 

WHO Handbook: Geneva, World Health Organization, 138 

p., http://www.who.int/csr/resources/publications/WHO%20

MEDIA%20HANDBOOK.pdf.

Lundgren, R.E., and McMakin, A.H., 2013, Risk 

communication—A handbook for communicating 

environmental, safety, and health risks: Hoboken, N.J., John 

Wiley and Sons, 393 p.

Milch, K.F., Perry, S.C., and Bruce, J.L., 2020, 

Communicating hazards—A social science review to meet 

U.S. Geological Survey needs: U.S. Geological Survey 

Circular 1449, 67 p., https://doi.org/10.3133/cir1449.

National Academies of Science, Engineering, and Medicine, 

2017, Communicating science effectively—A research 

agenda: Washington, D.C., The National Academies Press, 

137 p.

Olson, R., 2009, Don’t Be Such a Scientist—Talking 

Substance in an Age of Style: Washington, D.C., Island 

Press, 206 p.

Parvanta, C.F., Nelson, D.E., and Harner, R.N., 2018, Public 

Health Communication—Critical Tools and Strategies: 

Burlington, Mass., Jones and Bartlett Learning, 529 p.

Perry, S.C., Blanpied, M.L., Burkett, E.R., Campbell, N.M., 

Carlson, A., Cox, D.A., Driedger, C.L., Eisenman, D.P., 

Fox-Glassman, K.T., Hoffman, S., Hoffman, S.M., Jaiswal, 

K.S., Jones, L.M., Luco, N., Marx, S.M., McGowan, 

S.M., Mileti, D.S., Moschetti, M.P., Ozman, D., Pastor, E., 

Petersen, M.D., Porter, K.A., Ramsey, D.W., Ritchie, L.A., 

Fitzpatrick, J.K., Rukstales, K.S., Sellnow, T.S., Vaughon, 

W.L., Wald, D.J., Wald, L.A., Wein, A., and Zarcadoolas, 

C., 2016, Get your science used—Six guidelines to improve 

your products: U.S. Geological Survey Circular 1419, 37 p., 

https://doi.org/10.3133/cir1419.

Sahagian, D., 2016, The Proof of Our Science Lies in the 

Telling—Communicating our science for the benefit 

of society: American Geophysical Union Editor’s Vox, 

February 8, 2016, accessed May 25, 2019 at https://eos.org/

editors-vox/the-proof-of-our-science-lies-in-the-telling.

Shone, D., and Marx, S., 2009, The psychology of climate 

change communication; A guide for scientists, journalists, 

educators, political aides, and the interested public: New 

York, Columbia University Center for Climate Studies, 

Center for Research on Environmental Decisions, 48 p.

U.S. Geological Survey, 2019, Fundamental Science Practices: 

U.S. Geological Survey, accessed May 7, 2019 at https://

www.usgs.gov/about/organization/science-support/sciencequality-and-integrity/fundamental-science-practices.

Menlo Park Publishing Service Center, California

Manuscript approved for publication December 17, 2019

Edited by Regan Austin

Layout and design by Kimber Petersen


ISSN 2330-5703 (online)

ISSN 1067-084X (print)

https://doi.org/10.3133/cir1462

Driedger and Westby—USGS Cascades Volcano Observatory News Media Management Guide—General Protocols and Templates—Circular 1462

Printed on recycled paper