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The 2020--2022 pandemic highlighted concerns about "information disorders", pressing for approaches capable of guiding the science-society alliance toward a mutually beneficial direction. This essay advocates for and presents a framework proposing the combination of Open Science (OS) and Science Communication (SciComm) practices. OS encourages public access to scientific material, while SciComm has historically enabled public understanding of scientific knowledge. Despite their similar goals, these two communities are disconnected. We draw on the concepts of "boundary object" and "epistemic trust" to demonstrate how this framework could foster a bond between scientific expertise and public reason toward an informed and inclusive common good. The OS-SciComm framework is based on the notion that ensuring transparency in science also requires "bridging tools" that deal with the complexity of scientific lexicon and processes. It values scientific expertise, but does not undermine citizens' capabilities in information processing and their interest in accessing scientific outputs. Our proposal also acknowledges controversies involving open scientific materials during the COVID-19 pandemic and advises caution when drawing conclusions from cases that are often context-specific. The OS-SciComm framework requires innovative ideas, platforms and actions. We invite both communities to join us in this endeavor. [ABSTRACT FROM AUTHOR]

Introduction: Having access to information about science is essential for citizens to relate to global challenges. The COVID-19 pandemic is a clear example of how citizens' dependency on scientific information increased. This study aimed to gain an understanding of the challenges researchers and journalists encountered in communicating about COVID-19 and included an analysis of their roles and responsibilities in science-media interactions. Method: Semi-structured interviews were conducted with experienced journalists (n = 10) and prominent academic researchers in fields relevant to COVID-19 (n = 11) in the Netherlands. Results: Results show that the pandemic highlighted several challenges in science-media interactions. The pandemic's complexity, uncertainty, and large societal impact put pressure on researchers and journalists who dealt with the societal need for relevant information and combatting misinformation. In response to the challenges they encountered, researchers and journalists had frequent and ongoing interactions with each other. For researchers, this raised the issue of how to balance their responsibilities to inform and advise as public experts. For journalists, this highlighted the need to avoid reporter-source intimacy and remain independent and critical when reporting about science. Conclusion: These findings raise new issues on the roles and responsibilities of researchers and journalists in urgent, fast-moving contexts such as those experienced during the pandemic and other global challenges. Successful responses to challenges such as dealing with misinformation and pre-prints require further reflection on the roles and responsibilities of both actors. [ABSTRACT FROM AUTHOR]

For complex and socially contentious environmental issues, such as climate change and disease prevention, science communication has proven difficult. As many science communication scholars have determined, education is not the only factor impacting the public's willingness to act upon or even accept scientific information. In this study, we propose using Niklas Luhmann's theory of social systems as a framework for research in science and environmental communication. We argue that by focusing on the functions of relevant social systems, the occurrence of communication conflicts may be explained, and new approaches to overcome communication obstacles can be developed. In this study, we provide examples of the theory's utility by looking at pertinent studies regarding relevant systems integral to addressing climate change and sustainability issues, as well as propose new subjects for exploration. [ABSTRACT FROM AUTHOR]

In this study, the effectiveness of communication of a podcast was assessed regarding the variables knowledge retention and interest. Two podcast episodes were produced about Portuguese research in sustainable food, and two news pieces with similar information and reading times were written to be used as a control for this experiment. Initially, 115 students from two universities in Lisbon filled in an online pre-test questionnaire. One week later, 102 students from those 115 students initially assessed listened to one podcast or read one news piece and completed an online post-test questionnaire. Statistical analysis showed a significant increase in the knowledge retention in both media and no significant differences in what concerns interest on food sustainability or science. Moreover, it was found that there were no significant differences between the two tested media in both the knowledge retention and interest. Nevertheless, the recent popularity of podcasts may justify its production as a new and flexible way to communicate science. [ABSTRACT FROM AUTHOR]

An editorial focuses on rethinking the role of scientific knowledge in climate communication, exploring how knowledge is used and its effectiveness in influencing behavioral changes. It critiques traditional models that emphasize knowledge as a direct precursor to action, arguing instead for a more nuanced understanding that incorporates diverse forms of knowledge and emphasizes dialogue-oriented communication.

This study aimed to evaluate the use of podcasts in disseminating specialized scientific fields, such as mass spectrometry. Four podcasts featuring interviews with researchers working with mass spectrometry were produced. A mixed methods approach, comprising questionnaires and interviews, was used to gather listener feedback. Findings indicate that audience engagement is affected by factors like familiarity with science and relatability in content; therefore, to attract a wider audience, content must be presented to balance technical aspects with real-life examples to which listeners can relate. These findings will benefit researchers and stakeholders seeking to disseminate complex scientific topics using podcasts. [ABSTRACT FROM AUTHOR]

Effective risk communication is crucial for enhancing societal resilience. It's not just about scientific strategies; it's also about ensuring that communities are informed and prepared. Educating local populations, especially younger generations, is key to improving disaster readiness. Notably, engaging younger generations assumes significance, given their role as both the future of society and conduits for educating their families. Serious Games, specifically Escape Rooms, present a compelling tool for engaging and interacting with young people. These games, designed not primarily for entertainment but for educational purposes, facilitate active participant involvement, thereby enhancing learning. In our didactic approach, comprising a frontal lesson and an Escape Room, we sought to leverage the appeal of Serious Games to educate young people. This approach was particularly timely during the COVID-19 pandemic, where virtual experiences gained positive evaluations despite the inherent challenges. Italy frequently faces large magnitude earthquakes. Yet many Italians, especially young people, have low seismic risk awareness, hindering preparedness efforts. To address this issue, the use of games and interactive experiences proves promising. By involving young people, seismic risk awareness can be effectively raised, fostering a culture of safety. Throughout the implementation of the Escape Room exercise dedicated to seismic risk, we conducted an evaluation phase both before and after the activities. The insights gained from this evaluation process provided valuable feedback on the learning experience and the effectiveness of the science communication technique. Notably, the virtual nature of the escape room experience was positively evaluated, demonstrating its adaptability during the pandemic. It is imperative to acknowledge that participants in these activities were aged between 15 and 18 years old, requiring ethical considerations in the design and execution of the educational intervention. The findings are highly promising, indicating that students viewed the protocol as beneficial for understanding fundamental concepts in seismology and enhancing their perception of risk. Moreover, the protocol positively influenced students' interest in science and geophysics. Furthermore, an aspect that remains unexplored is the extent to which the knowledge acquired by the participants was disseminated within their families, representing a potential area for future investigation. [ABSTRACT FROM AUTHOR]

The ascendancy of social media as a predominant source of information has underscored the imperative to grasp its impact on individuals' perceptions and behaviors across diverse industries. In the realm of organic farming, which often sparks conflicting perspectives among stakeholders, the inundation of user-generated content presents a formidable challenge in discerning reliable sources from dubious ones. This phenomenon risks perpetuating misinformation, particularly among younger consumers, with uncertain implications for Agricultural Education and Communication. To address this void in understanding how social media influences perceptions of organic farming, a study was undertaken at the University of Georgia, utilizing Q methodology to delve into the perspectives of undergraduate and graduate students regarding organic food and farming practices. Complementing this approach, an offline survey questionnaire assessed their purchasing habits and media consumption patterns. Through the sorting of 41 statements encompassing themes such as health, socioeconomics, environment, ideological beliefs, and ethics, the study identified four distinct consumer typologies: "Dilettante Consumers," "Decisive Consumers," "Need-based Consumers," and "Wandering Consumers." Social media platforms such as Instagram and YouTube were identified as the primary information sources for young consumers seeking information about the organic farming industry. Source attractiveness and perceived trustworthiness were identified as major attributes contributing to the credibility of social media as an information source among these consumers. However, their reliance on source expertise remained debatable. Notably, the research also unveiled that students' experiential learning facilitated a more nuanced understanding of various facets of the organic food industry. These findings emphasize the necessity for stakeholders to adapt to the digital age and remodel their communication strategies to better comprehend consumer perspectives and address prevailing knowledge gaps, particularly among the younger demographic. [ABSTRACT FROM AUTHOR]

The association between environmental degradation, social disparities, and disease emergence has become clearer than ever in the last decades, emphasizing the need for scientific approaches to protect human and environmental health. Despite scientific consensus, however, the general public often lacks awareness and understanding of these relationships. Misinformation and compartmentalized knowledge further complicate conveying the importance of the subject to the lay population. Thus, scientists must engage in effective scientific communication and promote scientific literacy (SL) among the public. This study discusses the strategies that may be employed to overcome disinformation and enhance scientific literacy and communication, all of which are paramount to deepen the understanding of the connections between biodiversity conservation, environmental health, and public well-being, empowering individuals to take informed actions for a sustainable and healthy future. [ABSTRACT FROM AUTHOR]

The expansion of science communication underscores the increasing importance of understanding what constitutes good science communication. This question concerns the public's understanding and engagement with science. The scholarly discussion has shifted from the traditional deficit model to a more dialog-oriented approach yet remains normatively anchored. There is a pivotal lack of attention to the audience's perspective regarding the question of what good science communication is. Moreover, different formats of science communication have hardly been researched thus far. Therefore, this paper introduces a multi-dimensional scale to capture the audience's assessment of specific science communication formats. We utilized a multi-step process to identify relevant criteria from both theoretical and practical perspectives. The instrument integrates 15 distinct quality dimensions, such as comprehensibility, credibility, fun, and applicability, structured according to different quality levels (functional, normative, user-, and communication-oriented). It considered theory-driven and practice-experienced categories and was validated through confirmatory factor analyses conducted on a German representative sample (n = 990). For validation, the scale was applied to a science blog post and a science video on homeopathy. After employing a seven-step process, we conclude that the newly devised scale effectively assesses the perceived quality of both blog and video science communication content. The overall assessment aligns with common target variables, such as interest and attitudes. The results regarding the different quality subdimensions provide a nuanced understanding of their contribution to the perceived overall quality. In this way, the scale aids in enhancing science communication in accordance with audience perceptions of quality. This marks the inaugural introduction of a comprehensive measurement instrument tailored to gauge quality from the audience's standpoint, rendering it applicable for utilization by both researchers and practitioners. [ABSTRACT FROM AUTHOR]

In Switzerland, the need to engage the public in science is rooted in the political system with its tools of initiatives, therefore the broadening of the audience is critically important. Using the 2021 Science and Technology Eurobarometer, we propose solutions by using machine-learning techniques which identified patterns of engagement and the interaction of sociodemographic characteristics that constitute the prediction (1) of lowest level of science engagement and (2) of non-visitors to the science and technology museum. The techniques allow a more precise targeting than traditional segmenttion analyses. [ABSTRACT FROM AUTHOR]

IntroductionHaving access to information about science is essential for citizens to relate to global challenges. The COVID-19 pandemic is a clear example of how citizens’ dependency on scientific information increased. This study aimed to gain an understanding of the challenges researchers and journalists encountered in communicating about COVID-19 and included an analysis of their roles and responsibilities in science-media interactions.MethodSemi-structured interviews were conducted with experienced journalists (n = 10) and prominent academic researchers in fields relevant to COVID-19 (n = 11) in the Netherlands.ResultsResults show that the pandemic highlighted several challenges in science-media interactions. The pandemic’s complexity, uncertainty, and large societal impact put pressure on researchers and journalists who dealt with the societal need for relevant information and combatting misinformation. In response to the challenges they encountered, researchers and journalists had frequent and ongoing interactions with each other. For researchers, this raised the issue of how to balance their responsibilities to inform and advise as public experts. For journalists, this highlighted the need to avoid reporter-source intimacy and remain independent and critical when reporting about science.ConclusionThese findings raise new issues on the roles and responsibilities of researchers and journalists in urgent, fast-moving contexts such as those experienced during the pandemic and other global challenges. Successful responses to challenges such as dealing with misinformation and pre-prints require further reflection on the roles and responsibilities of both actors.

The 2020–2022 pandemic highlighted concerns about “information disorders”, pressing for approaches capable of guiding the science-society alliance toward a mutually beneficial direction. This essay advocates for and presents a framework proposing the combination of Open Science (OS) and Science Communication (SciComm) practices. OS encourages public access to scientific material, while SciComm has historically enabled public understanding of scientific knowledge. Despite their similar goals, these two communities are disconnected. We draw on the concepts of “boundary object” and “epistemic trust” to demonstrate how this framework could foster a bond between scientific expertise and public reason toward an informed and inclusive common good. The OS-SciComm framework is based on the notion that ensuring transparency in science also requires “bridging tools” that deal with the complexity of scientific lexicon and processes. It values scientific expertise, but does not undermine citizens' capabilities in information processing and their interest in accessing scientific outputs. Our proposal also acknowledges controversies involving open scientific materials during the COVID-19 pandemic and advises caution when drawing conclusions from cases that are often context-specific. The OS-SciComm framework requires innovative ideas, platforms and actions. We invite both communities to join us in this endeavor.

For complex and socially contentious environmental issues, such as climate change and disease prevention, science communication has proven difficult. As many science communication scholars have determined, education is not the only factor impacting the public's willingness to act upon or even accept scientific information. In this study, we propose using Niklas Luhmann's theory of social systems as a framework for research in science and environmental communication. We argue that by focusing on the functions of relevant social systems, the occurrence of communication conflicts may be explained, and new approaches to overcome communication obstacles can be developed. In this study, we provide examples of the theory's utility by looking at pertinent studies regarding relevant systems integral to addressing climate change and sustainability issues, as well as propose new subjects for exploration.

In this study, the effectiveness of communication of a podcast was assessed regarding the variables knowledge retention and interest. Two podcast episodes were produced about Portuguese research in sustainable food, and two news pieces with similar information and reading times were written to be used as a control for this experiment. Initially, 115 students from two universities in Lisbon filled in an online pre-test questionnaire. One week later, 102 students from those 115 students initially assessed listened to one podcast or read one news piece and completed an online post-test questionnaire. Statistical analysis showed a significant increase in the knowledge retention in both media and no significant differences in what concerns interest on food sustainability or science. Moreover, it was found that there were no significant differences between the two tested media in both the knowledge retention and interest. Nevertheless, the recent popularity of podcasts may justify its production as a new and flexible way to communicate science.

This study aimed to evaluate the use of podcasts in disseminating specialized scientific fields, such as mass spectrometry. Four podcasts featuring interviews with researchers working with mass spectrometry were produced. A mixed methods approach, comprising questionnaires and interviews, was used to gather listener feedback. Findings indicate that audience engagement is affected by factors like familiarity with science and relatability in content; therefore, to attract a wider audience, content must be presented to balance technical aspects with real-life examples to which listeners can relate. These findings will benefit researchers and stakeholders seeking to disseminate complex scientific topics using podcasts.

Effective risk communication is crucial for enhancing societal resilience. It’s not just about scientific strategies; it’s also about ensuring that communities are informed and prepared. Educating local populations, especially younger generations, is key to improving disaster readiness. Notably, engaging younger generations assumes significance, given their role as both the future of society and conduits for educating their families. Serious Games, specifically Escape Rooms, present a compelling tool for engaging and interacting with young people. These games, designed not primarily for entertainment but for educational purposes, facilitate active participant involvement, thereby enhancing learning. In our didactic approach, comprising a frontal lesson and an Escape Room, we sought to leverage the appeal of Serious Games to educate young people. This approach was particularly timely during the COVID-19 pandemic, where virtual experiences gained positive evaluations despite the inherent challenges. Italy frequently faces large magnitude earthquakes. Yet many Italians, especially young people, have low seismic risk awareness, hindering preparedness efforts. To address this issue, the use of games and interactive experiences proves promising. By involving young people, seismic risk awareness can be effectively raised, fostering a culture of safety. Throughout the implementation of the Escape Room exercise dedicated to seismic risk, we conducted an evaluation phase both before and after the activities. The insights gained from this evaluation process provided valuable feedback on the learning experience and the effectiveness of the science communication technique. Notably, the virtual nature of the escape room experience was positively evaluated, demonstrating its adaptability during the pandemic. It is imperative to acknowledge that participants in these activities were aged between 15 and 18 years old, requiring ethical considerations in the design and execution of the educational intervention. The findings are highly promising, indicating that students viewed the protocol as beneficial for understanding fundamental concepts in seismology and enhancing their perception of risk. Moreover, the protocol positively influenced students’ interest in science and geophysics. Furthermore, an aspect that remains unexplored is the extent to which the knowledge acquired by the participants was disseminated within their families, representing a potential area for future investigation.

The ascendancy of social media as a predominant source of information has underscored the imperative to grasp its impact on individuals’ perceptions and behaviors across diverse industries. In the realm of organic farming, which often sparks conflicting perspectives among stakeholders, the inundation of user-generated content presents a formidable challenge in discerning reliable sources from dubious ones. This phenomenon risks perpetuating misinformation, particularly among younger consumers, with uncertain implications for Agricultural Education and Communication. To address this void in understanding how social media influences perceptions of organic farming, a study was undertaken at the University of Georgia, utilizing Q methodology to delve into the perspectives of undergraduate and graduate students regarding organic food and farming practices. Complementing this approach, an offline survey questionnaire assessed their purchasing habits and media consumption patterns. Through the sorting of 41 statements encompassing themes such as health, socioeconomics, environment, ideological beliefs, and ethics, the study identified four distinct consumer typologies: “Dilettante Consumers,” “Decisive Consumers,” “Need-based Consumers,” and “Wandering Consumers.” Social media platforms such as Instagram and YouTube were identified as the primary information sources for young consumers seeking information about the organic farming industry. Source attractiveness and perceived trustworthiness were identified as major attributes contributing to the credibility of social media as an information source among these consumers. However, their reliance on source expertise remained debatable. Notably, the research also unveiled that students’ experiential learning facilitated a more nuanced understanding of various facets of the organic food industry. These findings emphasize the necessity for stakeholders to adapt to the digital age and remodel their communication strategies to better comprehend consumer perspectives and address prevailing knowledge gaps, particularly among the younger demographic.

The association between environmental degradation, social disparities, and disease emergence has become clearer than ever in the last decades, emphasizing the need for scientific approaches to protect human and environmental health. Despite scientific consensus, however, the general public often lacks awareness and understanding of these relationships. Misinformation and compartmentalized knowledge further complicate conveying the importance of the subject to the lay population. Thus, scientists must engage in effective scientific communication and promote scientific literacy (SL) among the public. This study discusses the strategies that may be employed to overcome disinformation and enhance scientific literacy and communication, all of which are paramount to deepen the understanding of the connections between biodiversity conservation, environmental health, and public well-being, empowering individuals to take informed actions for a sustainable and healthy future.

The expansion of science communication underscores the increasing importance of understanding what constitutes good science communication. This question concerns the public’s understanding and engagement with science. The scholarly discussion has shifted from the traditional deficit model to a more dialog-oriented approach yet remains normatively anchored. There is a pivotal lack of attention to the audience’s perspective regarding the question of what good science communication is. Moreover, different formats of science communication have hardly been researched thus far. Therefore, this paper introduces a multi-dimensional scale to capture the audience’s assessment of specific science communication formats. We utilized a multi-step process to identify relevant criteria from both theoretical and practical perspectives. The instrument integrates 15 distinct quality dimensions, such as comprehensibility, credibility, fun, and applicability, structured according to different quality levels (functional, normative, user-, and communication-oriented). It considered theory-driven and practice-experienced categories and was validated through confirmatory factor analyses conducted on a German representative sample (n = 990). For validation, the scale was applied to a science blog post and a science video on homeopathy. After employing a seven-step process, we conclude that the newly devised scale effectively assesses the perceived quality of both blog and video science communication content. The overall assessment aligns with common target variables, such as interest and attitudes. The results regarding the different quality subdimensions provide a nuanced understanding of their contribution to the perceived overall quality. In this way, the scale aids in enhancing science communication in accordance with audience perceptions of quality. This marks the inaugural introduction of a comprehensive measurement instrument tailored to gauge quality from the audience’s standpoint, rendering it applicable for utilization by both researchers and practitioners.

In Switzerland, the need to engage the public in science is rooted in the political system with its tools of initiatives, therefore the broadening of the audience is critically important. Using the 2021 Science and Technology Eurobarometer, we propose solutions by using machine-learning techniques which identified patterns of engagement and the interaction of sociodemographic characteristics that constitute the prediction (1) of lowest level of science engagement and (2) of non-visitors to the science and technology museum. The techniques allow a more precise targeting than traditional segmenttion analyses.

IntroductionWe conducted mental model interviews in Aotearoa NZ to understand perspectives of uncertainty associated with natural hazards science. Such science contains many layers of interacting uncertainties, and varied understandings about what these are and where they come from creates communication challenges, impacting the trust in, and use of, science. To improve effective communication, it is thus crucial to understand the many diverse perspectives of scientific uncertainty.MethodsParticipants included hazard scientists (n = 11, e.g., geophysical, social, and other sciences), professionals with some scientific training (n = 10, e.g., planners, policy analysts, emergency managers), and lay public participants with no advanced training in science (n = 10, e.g., journalism, history, administration, art, or other domains). We present a comparative analysis of the mental model maps produced by participants, considering individuals’ levels of training and expertise in, and experience of, science.ResultsA qualitative comparison identified increasing map organization with science literacy, suggesting greater science training in, experience with, or expertise in, science results in a more organized and structured mental model of uncertainty. There were also language differences, with lay public participants focused more on perceptions of control and safety, while scientists focused on formal models of risk and likelihood.DiscussionThese findings are presented to enhance hazard, risk, and science communication. It is important to also identify ways to understand the tacit knowledge individuals already hold which may influence their interpretation of a message. The interview methodology we present here could also be adapted to understand different perspectives in participatory and co-development research.

It is a fundamental duty of neuroscientists to discuss the results of research and related ethical implications. Engagement with neuroscience is especially critical for families with children affected by disorders such as drug resistant epilepsy (DRE) as they navigate complex decisions about innovations in treatment that increasingly include invasive neurotechnologies. Through an evidence-based, iterative, and value-guided approach, we created the short-form documentary film, Seizing Hope: High Tech Journeys in Pediatric Epilepsy, to delve into the relationship between experts with first-hand, lived experience – youth with DRE and caregivers – and physician experts as they weigh medical and ethical trade-offs on this landscape. We describe the co-creation and evolution of this film, screenings, and feedback. Survey responses from 385 viewers highlight new developments in technologies for the treatment of DRE, how families navigate choices for treatment with brain technology, and a sense of hope for the future for children with epilepsy as key attributes of this science communication piece.

Although uncertainty is inherent in science, public audiences vary in their openness to information about preliminary discoveries and the caveats and limitations of research. These preferences shape responses to science communication, and science communicators often adapt messaging based on assumed preferences. However, there has not been a validated instrument for examining these preferences. Here, we present an instrument to capture preferences for information about uncertainty in science, validated with a large U.S. adult sample. Factor analysis results show that preferring certain scientific information and preferring uncertain scientific information are orthogonal constructs requiring separate measures. The final Preference for Information about Uncertain Science (or “PIUS-11”) scale comprises two dimensions: preferring complete information (i.e., caveats, limitations, and hedging included) and being open to learning about preliminary science. The final Preference for Certain Science Information (or “PCSI-9”) scale comprises two dimensions: preferring streamlined information (i.e., caveats, limitations, and hedging removed) and preferring to learn only about established science. We present psychometric properties of each scale and report observed relationships between each set of preferences and an individual's scientific understanding, trust in science, need for cognitive closure, and sociodemographic factors.

Science communication plays a pivotal role in cultural engagement and life-long science learning. However, historically marginalized communities remain undervalued in these efforts due to practices that prioritize specific individuals, such as those who are affluent, college-educated, able-bodied, and already scientifically engaged. Science communicators can avoid these practices by acknowledging the intersecting historical and cultural dimensions surrounding science beyond those of the majority culture and practicing inclusive science communication efforts. Here, we define and describe the importance of inclusive science communication and outline how we use an asset-based community engagement framework in a place-based education program's communication practices with rural communities in the Southwestern United States. We describe how we designed our communication spaces, found our voice, and effectively communicate with non-English speaking and bilingual communities. We provide examples from the We are Water program, demonstrating how we utilize inclusive science communication practices to engage more widely with diverse communities and create space for community voices to be heard and shared. We conclude that the use of inclusive science communication strategies and an asset-based community engagement framework has allowed the We are Water program to connect with rural communities while communicating in a way that elevates historically marginalized voices, creates space for communities to share their own experiences through memories and stories, and honors diverse perspectives and ways of knowing.

Calcium carbonate is a compound that is well-recognized and very prevalent in daily life e.g., chalk, mussel shells and limescale. However, scientists still have many questions about its formation mechanisms, the different crystal forms it takes, and how we can control and direct this formation to produce this material with different properties. Project M was a chemistry citizen science project for UK secondary schools exploring the synthesis of samples of calcium carbonate under different reaction conditions and analyzing them at Beamline I11, an X-ray diffraction laboratory at the Diamond Light Source synchrotron. Science communication played a crucial role in the success of the project, connecting different communities to the science and creating unique opportunities to center and empower the Project M Scientists.

The small-scale fisheries food system, in which individuals achieve food security independently or in small groups through fishing livelihoods and/or subsistence activities, provides food sovereignty for millions globally. However, this arrangement has inequitable engagement due to strictly enforced gendered roles in many communities, including coastal Kenya. Recently, critics across environmental research disciplines have called for social justice in science through anticolonial, feminist methodologies and interdisciplinary praxis. This resistance may take form through the “carrier bag” ability of fiction: an allusion to Le Guin's visionary analysis of containers as the first cultural device and evidence of the power of a story or personal sovereignty to tell one's story. Drawing from creative, service-driven methodologies emerging from collaboration among international research team members and Indigenous research participants, this project uses the “carrier bag” framework to support local environmental justice and food sovereignty goals through a science storybook resource created and shared with fishing families in Kilifi County, Kenya. We investigate how stories shape interpersonal relations in the context of this collaboration and how health knowledge, environmental science, and representational imagery can be tools for justice by examining the connections between social identity, family values, and social-ecological change in this food system. Having a deeper understanding of the experiences, changing ecosystems, and research feedback of these families allows this work to support fisheries management and nutrition interventions in Kenya and communities elsewhere.

In this paper we explore the potential of academic podcasting to effect positive change within academia and between academia and society. Building on the concept of “epistemic living spaces,” we consider how podcasting can change how we evaluate what is legitimate knowledge and methods for knowledge production, who has access to what privileges and power, the nature of our connections within academia and with other partners, and how we experience the constraints and opportunities of space and time. We conclude by offering a guide for others who are looking to develop their own academic podcasting projects and discuss the potential for podcasting to be formalized as a mainstream academic output. To listen to an abridged and annotated version of this paper, visit: https://soundcloud.com/conservechange/podcastinginacademia.

Video abstracts are audio-visual representations of a scientific abstract that a researcher can use to complement an article. As a science communication tool, they stand as a novel and exciting way to present scientific discoveries, explore new formats, and reach new audiences. In this practice insight, we share the experience of creating a video abstract in Ecology, explaining and exemplifying the different stages of the process: selecting the paper, writing the script, producing the video, editing the video and promoting the film. Sharing the setbacks and wins of a video collaboration between researchers and science communicators, we hope to be a valuable contribution to all the people starting and already working in the field.

The dominant U.S. cultural norms shape science, technology, engineering, and math (STEM), and in turn, these norms shape science communication, further perpetuating oppressive systems. Despite being a core scientific skill, science communication research and practice lack inclusive training spaces that center marginalized identities. We address this need with a healing-centered counterspace grounded in the key principles of inclusive science communication: ReclaimingSTEM. ReclaimingSTEM is a science communication and science policy training space that centers the experiences, needs, and wants of people from marginalized communities. ReclaimingSTEM problematizes and expands the definitions of “what counts” as science communication. We organize ReclaimingSTEM with intentionality, emphasizing inclusion at every part of the process. Since initiating in 2018, five ReclaimingSTEM workshops have been held in multiple locations, both in-person and virtually, reaching more than 700 participants from all over the globe. In this paper, we share our model for ReclaimingSTEM, reflections of workshop participants and speakers, barriers faced during organizing, and recommendations for creating truly inclusive practices in science communication spaces.

On 9 March 2020, 2 days before the World Health Organization declared COVID-19 a global pandemic, two of the authors (microbiologist and infectious diseases expert Associate Professor Siouxsie Wiles and cartoonist Toby Morris) released their first output together: an animated GIF (Graphics Interchange Format) known as “Flatten the Curve”. The graphic went viral on Twitter with over 10 million impressions in 3 days. Flatten the Curve was the first of more than 70 graphics produced by our collaboration, all designed as accessible visual communication about COVID-19. The graphics, all released under a Creative Commons CC-BY-SA-4.0 license, have been translated into multiple languages, used by communities, politicians, and public health officials around the world, and the collaborators have won multiple awards for their work.

IntroductionFrom the high-stakes operating room of a Seattle hospital, to the shattered remains of a planet in a galaxy far, far away, Hollywood is often critiqued for its representations of scientific knowledge, methods, and/or technology. Existing research into Hollywood representations of science focuses primarily on those that do not align with expert consensus, and on how audiences engage with these representations — such as how misinformation in fictional narratives influences us. This paper, instead, approaches the matter of fictional science in fictional narratives (FiSci) from the perspectives of the individuals creating Hollywood content. We use the label of “FiSci” for any representation of science within a narrative which does not align with humanity's current knowledge or technological capability.MethodsSemi-structured interviews were conducted in late 2020 with a purposefully-selected sample of both Hollywood creators (writers, directors, and producers; n = 28) and science experts who have served as consultants (n = 18) across a range of film and television projects. Thematic analysis was used to explore how these creators and consultants perceive FiSci and its role within Hollywood narratives. Three themes were constructed from the interview data.Results and discussionParticipants primarily spoke of FiSci as: (1) a storytelling tool, perceived either positively or negatively, depending upon how that tool is wielded; (2) a way to play within a constructed storyworld which does not resemble our own; and (3) a source of unrealistic “B.S.” which threatens to break audience suspension of disbelief and can signify a lack of effort in the creative process. This paper contributes to science communication research by providing access to minds behind the representations of science in Hollywood film and television. As such, it can be used to aid the creator-consultant relationship and the implementation of FiSci to the benefit of both groups. It may also inform creators who have yet to work with a consultant, experts looking to become consultants, audiences critiquing FiSci in the content they watch, and experts and science communicators who express concerns about the use of FiSci and the responsibilities of Hollywood.

In Aotearoa New Zealand, catchment communities have been actively working to restore the health of their rivers, in some cases for many decades. Their knowledge offers a valuable resource that could motivate and empower other groups to do the same, making river restoration more effective at large scales. We spoke to five catchment groups across Aotearoa New Zealand to conceptualize and define how knowledge sharing through storytelling could be used as a tool to inspire freshwater restoration action amongst their own community and elsewhere. Each group created a “Catchment Journey,” a graphical artwork that told a story of their land and people, and their restoration activities. Whilst each of these “Journeys” was unique, the following common elements were important for knowledge sharing: (1) the role of respected storytellers (e.g., community champions) in influencing restoration in their community; (2) recognition of responsibility to act (e.g., concern for future generations, land stewardship, prosperity and community cohesion); and (3) authenticity (e.g., true and honest stories, including weaknesses, threats and hardship). Participants recommended including each of these key elements in collective catchment storytelling to encourage large scale freshwater restoration.

Collaborating scientists and storytellers successfully built a university-based science-in-action video storytelling model to test the research question: Can university scientists increase their relatability and public engagement through science-in-action video storytelling? Developed over 14 years, this science storytelling model produced more than a dozen high-visibility narratives that translated science to the public and featured scientists, primarily environmental and climate scientists, who are described in audience surveys as relatable people. This collaborative model, based on long-term trusting partnerships between scientists and video storytellers, documented scientists as they conducted their research and together created narratives intended to humanize scientists as authentic people on journeys of discovery. Unlike traditional documentary filmmaking or journalism, the participatory nature of this translational science model involved scientists in the shared making of narratives to ensure the accuracy of the story's science content. Twelve science and research video story products have reached broad audiences through a variety of venues including television and online streaming platforms such as Public Broadcasting Service (PBS), Netflix, PIVOT TV, iTunes, and Kanopy. With a reach of over 180 million potential public audience viewers, we have demonstrated the effectiveness of this model to produce science and environmental narratives that appeal to the public. Results from post-screening surveys with public, high school, and undergraduate audiences showed perceptions of scientists as relatable. Our data includes feedback from undergraduate and high school students who participated in the video storytelling processes and reported increased relatability to both scientists and science. In 2022, we surveyed undergraduate students using a method that differentiated scientists' potential relatable qualities with scientists' passion for their work, and the scientists' motivation to help others, consistently associated with relatability. The value of this model to scientists is offered throughout this paper as two of our authors are biological scientists who were featured in our original science-in-action videos. Additionally, this model provides a time-saving method for scientists to communicate their research. We propose that translational science stories created using this model may provide audiences with opportunities to vicariously experience scientists' day-to-day choices and challenges and thus may evoke audiences' ability to relate to, and trust in, science.

IntroductionShore-based shark fishing in Florida is a relatively low-cost and easy-access fishery which attracts a wide variety of experienced and inexperienced anglers leading to concerns about proper handling methods of captured fish that are released either voluntarily or to comply with regulations. Proper handling methods can help reduce post-release mortality among sharks, many of which are threatened with extinction. Therefore, we considered proper handling methods as a pro-environmental behavior, which has been linked with the use of different information channels to increase conservation knowledge.MethodsWe used data from an online questionnaire to understand where anglers of this fishery obtain information about fishing skills with a particular focus on fish handling techniques and best practices for catch-and-release. Then we included their main information channels in a series of hierarchical regression models with perceived conservation knowledge and support for fishery management to explain pro-environmental behavior regarding shark conservation.ResultsWe found that most anglers learned about shore-based shark fishing through interpersonal communications with friends and family, but typically use the internet to learn more about fishing skills. While information channel use was not significantly associated with pro-environmental behavior, it was significantly associated with support for fisheries management, which in turn was associated with pro-environmental behavior among respondents.DiscussionThese findings can inform public educational outreach efforts to spread awareness of proper handling techniques and reduce instances of post-release mortality in sharks.

Misinformation spreads fast in times of crises, corroding public trust and causing further harm to already vulnerable communities. In earthquake seismology, the most common misinformation and misleading popular beliefs generally relate to earthquake prediction, earthquake genesis, and potential causal relations between climate, weather and earthquake occurrence. As a public earthquake information and dissemination center, the Euro-Mediterranean Seismological Center (EMSC) has been confronted many times with this issue over the years. In this paper we describe several types of earthquake misinformation that the EMSC had to deal with during the 2018 Mayotte earthquake crisis and the 2021 La Palma seismic swarm. We present frequent misinformation topics such as earthquake predictions seen on our communication channels. Finally, we expose how, based on desk studies and users' surveys, the EMSC has progressively improved its communication strategy and tools to fight earthquake misinformation and restore trust in science. In this paper we elaborate on the observed temporality patterns for earthquake misinformation and the implications this may have to limit the magnitude of the phenomenon. We also discuss the importance of social, psychological and cultural factors in the appearance and therefore in the fight against misinformation. Finally, we emphasize the need to constantly adapt to new platforms, new beliefs, and advances in science to stay relevant and not allow misinformation to take hold.

YouTube is rapidly becoming one of the major places that people around the world engage with science, in turn making prominent science communicators on YouTube some of the most impactful and known faces in science communication. However, while much is known about the viewership habits of YouTube audiences, little is known about the motivations, thinking and ideas of impact of the science communicators working on YouTube. The current study qualitatively explored these questions one-on-one interviews with prominent science communicators working on YouTube (n = 20). We explore their responses in six key areas: their understanding of and relationship with their audience; their attitude toward impact metrics; their attitude toward comments; their understanding of impact; their reasons for creating content; and what it is like working under the algorithm. Key findings include a wide variety of opinions about the metrics provided by YouTube; a near unanimous assertion of the value of comments; a somewhat deficit model approach to their communication work; and a polarized attitude to working under the algorithm.

Explainer videos are short films that explain abstract concepts and relationships, usually in an educational context. They apply storytelling techniques and focus on relevant facts using different visualizations. However, when reviewing the literature, it becomes evident that there is no universally applied definition for explainer videos and no consistent categorization. The vast majority of studies investigate explainer videos as learning tools, although many explainer videos follow persuasive goals. There are very little studies on the persuasiveness, which is problematic because explainer videos appear to be more than an important learning or teaching tool; rather, they are an activistic tool for promoting scientific topics and are a crucial marketing measure. In particular, in the context of science communication, it appears essential to investigate the impact on attitude and behavioral outcomes because there are numerous high-reach videos on YouTube that contradict scientific consensus. At the same time, explainer videos apply storytelling techniques, an informal communication style, and combine an off-voiceover with clear animations, which might lead to eased processing fluency and a positive experience, fostering persuasive outcomes. This mini review elaborates on these research gaps and compiles the state of research on explainer videos, with a focus on persuasive effects in informal settings, drawing on concepts from (science) communication and education.

Over the last decades science communication theory appears to have evolved at a much faster pace than science communication practice. Scientists seem willing to step into the public domain, but a genuine two-way interaction with the public is only rarely observed. We argue that part of this discrepancy between theory and practice may actually be caused by the lacking of a clear description of the modern expert role; the role a scientist should take in contemporary science communication. In this contribution we use an example of good practice—the Dutch dialogue on human germline genetic modification—to inform theory. We analyse guiding principles for the design and execution of this dialogue and observe expert behavior in three separate dialogue sessions. With the combined findings, we present a detailed description of the modern expert role in terms of three responsibilities, with for each responsibility three prompts for behavior. For the responsibility to share these are to select expert knowledge that is relevant to the goal; to present expert knowledge in a meaningful and accessible language; and to be cautious in sharing personal considerations. For the responsibility to listen and learn these are to consider interactions with members of the public as opportunities to learn; to be patient and supportive; and to assist in stimulating in-depth dialogue. For the responsibility to invest in relationships these are to assist in creating an ambiance of safety and relevance; to preserve trust; and to convey respect for every contribution and every point of view. Each behavioral prompt is further concretized with concomitant actions and practice examples as collected from observing experts in action. The implications for scientists engaging in contemporary science communication, as well as for science communication trainers, are discussed.

The Fridays for Future movement (FfF) has drawn a lot of public and academic attention in recent years. So far, studies investigated the organization, mobilization, and motives of the movement from different perspectives as well as the relevance of science for FfF. Mostly from an external point of view researchers looked at the types of science communication and its reception by the audience (i.e., framing theory). In this paper, we combine theories of science communication with the resource mobilization approach in social movement studies and thereby develop a theoretical framework for the analysis of the use of scientific knowledge by climate movements. We focus on the resource mobilization theory (RMT) and the notion of activists as alternative science communicators. RMT emphasizes the role of resources and organization to explain the success of social movements. Specifically, we regard legitimacy as a moral resource and analyze the importance of communication of climate scientific knowledge for FfF as a political movement. We argue that a climate movement like FfF relies on climate scientific knowledge which serves as a moral resource when climate activists refer to it to legitimate their claims. Empirically, we draw on a survey of more than 500 FfF activists in Germany, that was conducted as a mixed method study in 2020 and 2021. Our objective is to close a gap on the relevance of science for FfF activists from the inner perspective. Following the research question “How and why is scientific knowledge being used by FfF activists to mobilize people?” the findings indicate a rather strategic use of scientific knowledge as an end in itself within the movement. Unsurprisingly, we see that individual strategic use of scientific knowledge within the movement corresponds with the belief that FfF should include scientific knowledge in the general communication strategy of FfF. Moreover, our data show that activists overwhelmingly derive their goals from scientific knowledge and reject the idea that science could be used imprecisely just as an instrument to attain their goals. These learnings shed light on the question of whether science is used as a moral resource within climate movements like FfF.

The practice of science outreach is more necessary than ever. However, a disconnect exists between the stated goals for science outreach and its actual impact. In order to examine one potential source of this disconnect, we undertook a survey-based study to explore whether barriers to participation (either intrinsic or extrinsic) in science outreach exist within the academic community. We received responses to our survey from 530 individuals, the vast majority of whom engage in some type of science outreach activity on an annual basis. Those who engage in outreach report doing so for both personal and altruistic reasons, and having high (yet varied) levels of comfort with performing outreach activities. Respondents also report the existence of several significant yet surmountable barriers to participation, including lack of time and funding. Our findings demonstrate that both levels of participation in, and attitudes toward, science outreach within the academic community are generally favorable, suggesting that the general ineffectiveness of science outreach is due to other causes. We place our findings within the context of the broader science outreach, science communication and public engagement literature. We make recommendations on how existing approaches and infrastructure can, and must, be changed in order to improve the practice.

Despite the calls from European Union (EU) and global institutions, such as UNESCO and Organization for Economic Co-operation and Development (OECD) for more openness and collaboration between Quadruple Helix actors (government, academia, industry, and civil society), in practice, scientific knowledge creation has been much more closed and fragmented. As an emerging field of study, Open Science (OS) for knowledge co-creation currently requires significantly conceptual and theoretical challenges to be addressed before advancing to practical application. To address this gap, the paper aims to develop a conceptual framework integrating diverse understandings of OS beyond the use of Open Access (OA) and data practices. The author argues that OS should be approached as a complex ecosystem with the potential for knowledge co-creation and social innovations. The underlying premise of the proposed conceptual model is the interdisciplinarity in integrating multiple reference disciplines. Such an approach allows us to learn from other disciplines and contribute to OS research through the emergence of new ideas for theory and practical application. Consequently, a dyadic model is presented where (1) framework conditions regulate how (2) systemic conditions can realize their full potential for knowledge co-creation resulting in outputs (e.g., collaborative projects and citizen science projects) and outcomes (e.g., social innovations, higher quality of science, and democratized knowledge) beneficial for a broad spectrum of stakeholders.

Radio broadcasting is an integral medium for the public understanding of science. Yet, as a poorly recognized health disorder, mental health was not commonly discussed in U.S radio broadcasts until the early 1980s. Since then, mental health has increasingly been the subject of societal discourse and is now frequently the topic of focus for radio programming. Despite the increased attention on mental health, little academic inquiry has considered how science communicators may navigate locally complex and sensitive themes, such as those related to mental health. To address this gap, we discuss our experiences in producing a radio series on mental health called MindTap. Using the exemplar of MindTap, we explore models of science communication and their application within radio communication. Specifically, we suggest that topics, such as mental health, are best approached using the dialogue model of communication, which recognizes the value of integrating experiential and culturally situated knowledge with that of expert knowledge. We also illustrate how this form of communication supports narrative creation, and as such, identify practical insights for practitioners seeking to produce a mental health radio series.

This science communication case study analyzes an online international co-taught course where students practiced blog article conceptualization and production covering a wide variety of science and technology related issues. Students had an international experience during the COVID-19 pandemic, and gained experience in communicating science and technology to intercultural audiences. Through student article reviews, course evaluations and project reflections students demonstrated an adoption of new science communication skills and some key examples of changing perspective on issues such as environment and technology. They also enjoyed the opportunity to learn about new cultures, reflect on their own, and bond over life experiences.

Presenting data in visually appealing formats has long been a useful science communication technique. Millions of people around the world have encountered scientific visualizations through documentary films on giant and small screens. Visual effects software from the film industry can increasingly be used to visualize scientific data. Such cinematic scientific visualization should be (a) based on real data, (b) understandable, and (c) entertaining for a public audience. To investigate what is known about how audiences respond to this type of science communication, this essay presents an overview of the literature on this topic, highlighting key findings, gaps, and directions for future research. The sprawling nature of the theoretical and empirical research literature on audience responses to cinematic scientific visualization makes it difficult to achieve comprehensive coverage of relevant studies and theoretical models. Recurring methodological limitations present further challenges to establishing a foundation of reliable knowledge on this topic. Nevertheless, prior research has identified several factors that affect how public audiences respond to cinematic scientific visualizations. Here, we discuss findings relating to intelligibility, film content, and immersion. These results offer a basis for hypotheses to be tested by future confirmatory studies of audience responses to cinematic scientific visualizations.

Journalists are always on the “second battlefield” of fighting against COVID-19. In the face of major public health events, their scientific literacy is directly related to the effect of emergency science popularization. Based on related surveys and interview data in China, this article reviews the research on journalists' scientific literacy, clarifies the value of scientific literacy in journalism, and analyzes the cognition and practice of journalist scientific literacy. Through the analysis of cognition and practice, it explores feasible ways to effectively improve scientific literacy. The study found that journalist scientific literacy has a unique value in the crisis period, but the real measurement and self-cognition are not high. In the post-epidemic era, the social construction of science communication is stronger, and the media need to achieve a high degree of interaction with the scientific community to transform authoritative knowledge into popular science. Journalists should improve scientific literacy from their learning and professional training while using new media technology to scientifically demonstrate information.