This page includes entries from the Center for Humanities Commnication bibliography related to a specific topic. See also other topics in the menu below.
Other Bibliography Topics
Talking Points on the Humanities: Definitions, Values, Contributions
✓
What are humanities? (Definitions of the humanities | Data on the humanities | Surveys of the humanities) | Value of humanities (Careers & Jobs | Citizenship | Community service | Ethics | Languages | Social good | Wellness) | Public humanities | Contributions to other fields (Environmental humanities | Legal humanities | Medical humanities | Science Technology Studies [STS])
Forms & Examples of Communicating the Humanities
✓
Training for Humanities Communicators: Programs, Workshops, Fellowships, Internships
✓
Methods for Humanities Communication
✓
Humanities Organizations & Initiatives
✓
Related >> Science Communication, History of Communication, etc.
✓
Science Communication:
Definitions of SciComm | Writings about SciComm | Journals | Organizations | Conferences | Training Programs & Courses (SciComm pedagogy) | Careers | Surveys of science researchers, educators, and communicators | History of SciComm | Open Science | Examples of SciComm: Science news sites
History Communication:
Writings about history communication | Journals | Organizations | Public history
[Other bibliography accordion menus to go here]
✓
Example link to biblio subpage | …
4855078
Science communication writings about
1
chicago-fullnote-bibliography
50
creator
asc
1
1
1
194
https://center-humanities-communication.org/wp-content/plugins/zotpress/
%7B%22status%22%3A%22success%22%2C%22updateneeded%22%3Afalse%2C%22instance%22%3Afalse%2C%22meta%22%3A%7B%22request_last%22%3A0%2C%22request_next%22%3A0%2C%22used_cache%22%3Atrue%7D%2C%22data%22%3A%5B%7B%22key%22%3A%22VP4VCT2C%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Balbin%22%2C%22parsedDate%22%3A%222022%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BBalbin%2C%20Miguel.%20%26%23x201C%3BWhat%20Does%20It%20Mean%20to%20Be%20a%20Science%20Communicator%3F%26%23x201D%3B%20Animate%20Your%20Science%2C%202022.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-ItemURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fwww.animateyour.science%5C%2Fpost%5C%2Fwhat-does-it-mean-to-be-a-science-communicator%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fwww.animateyour.science%5C%2Fpost%5C%2Fwhat-does-it-mean-to-be-a-science-communicator%26lt%3B%5C%2Fa%26gt%3B.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3DVP4VCT2C%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22webpage%22%2C%22title%22%3A%22What%20does%20it%20mean%20to%20be%20a%20science%20communicator%3F%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Miguel%22%2C%22lastName%22%3A%22Balbin%22%7D%5D%2C%22abstractNote%22%3A%22%5BBeginning%3A%5D%20The%20world%20needs%20skilled%20science%20communicators%20now%20more%20than%20ever.%5Cn%5CnWith%20the%20onslaught%20of%20scientific%20advances%20each%20day%2C%20whether%20it%5Cu2019s%20about%20the%20discovery%20of%20DNA%20bases%20in%20meteorites%20or%20piecing%20together%20what%20dinosaurs%20truly%20looked%20like%2C%20communicating%20these%20stories%20effectively%20is%20vital%20for%20nurturing%20the%20public%5Cu2019s%20scientific%20literacy%20and%20appreciation.%5Cn%5Cn%5CnBut%20it%20can%20be%20a%20challenge%20if%20the%20science%20is%20riddled%20with%20jargon.%5Cn%5CnScience%20communication%20was%20coined%20as%20a%20practice%20to%20help%20scientists%20to%20share%20their%20findings%20with%20their%20desired%20target%20audience.%20Like%20a%20translation%20service%2C%20the%20goal%20is%20to%20ensure%20the%20message%20is%20clear%20from%20Point%20A%20to%20Point%20B.%20Often%2C%20this%20means%20distilling%20the%20appropriate%20information%2C%20as%20well%20as%20developing%20new%2C%20accurate%20interpretations.%5Cn%5CnIt%5Cu2019s%20a%20craft%20in%20and%20of%20itself.%20And%20there%20are%20many%20ways%20to%20practise%20as%20a%20science%20communicator.%5Cn%5CnLet%5Cu2019s%20dive%20deeper%20into%20this%20exciting%20field.%22%2C%22date%22%3A%222022%22%2C%22DOI%22%3A%22%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.animateyour.science%5C%2Fpost%5C%2Fwhat-does-it-mean-to-be-a-science-communicator%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222025-12-03T02%3A38%3A21Z%22%7D%7D%2C%7B%22key%22%3A%222PNENMHU%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Baram-Tsabari%20and%20Lewenstein%22%2C%22parsedDate%22%3A%222017-07-03%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BBaram-Tsabari%2C%20Ayelet%2C%20and%20Bruce%20V.%20Lewenstein.%20%26%23x201C%3BScience%20Communication%20Training%3A%20What%20Are%20We%20Trying%20to%20Teach%3F%26%23x201D%3B%20%26lt%3Bi%26gt%3BInternational%20Journal%20of%20Science%20Education%2C%20Part%20B%26lt%3B%5C%2Fi%26gt%3B%207%2C%20no.%203%20%28July%203%2C%202017%29%3A%20285%26%23×2013%3B300.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-DOIURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1080%5C%2F21548455.2017.1303756%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1080%5C%2F21548455.2017.1303756%26lt%3B%5C%2Fa%26gt%3B.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3D2PNENMHU%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Science%20communication%20training%3A%20what%20are%20we%20trying%20to%20teach%3F%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Ayelet%22%2C%22lastName%22%3A%22Baram-Tsabari%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Bruce%20V.%22%2C%22lastName%22%3A%22Lewenstein%22%7D%5D%2C%22abstractNote%22%3A%22Rapid%20growth%20in%20public%20communication%20of%20science%20and%20technology%20has%20led%20to%20many%20diverse%20training%20programs.%20We%20ask%3A%20What%20are%20learning%20goals%20of%20science%20communication%20training%3F%20A%20comprehensive%20set%20of%20learning%20goals%20for%20future%20trainings%20will%20draw%20fully%20from%20the%20range%20of%20fields%20that%20contribute%20to%20science%20communication.%20Learning%20goals%20help%20decide%20what%20to%20count%20as%20success%20and%20how%20to%20gather%20evidence%20of%20learning.%20Based%20on%20the%20strands%20of%20learning%20developed%20for%20%26%23039%3Blearning%20science%20in%20informal%20environments%26%23039%3B%2C%20we%20built%20a%20conceptually%20coherent%20definition%20of%20science%20communication%20learning%20that%20addresses%20affective%20issues%2C%20content%20knowledge%2C%20methods%2C%20reflection%2C%20participation%2C%20and%20identity.%20We%20reviewed%20dozens%20of%20articles%20describing%20science%20communication%20training%2C%20identifying%20explicit%20and%20implicit%20learning%20goals.%20We%20identified%20gaps%20in%20outcomes%20commonly%20used%20for%20training%20programs%3B%20these%20gaps%20appeared%20especially%20in%20the%20areas%20of%20affective%20learning%20and%20identity%20formation.%20No%20one%20program%20can%20achieve%20all%20learning%20goals.%20Different%20courses%20might%20be%20tailored%20for%20scientists%20who%20remain%20in%20science%2C%20wish%20to%20become%20journalists%2C%20wish%20to%20work%20for%20museums%2C%20etc.%20But%20we%20believe%20conceptual%20coherence%20can%20help%20course%20designers%20identify%20important%20goals.%20Creating%20a%20common%20language%20will%20increase%20the%20ability%20to%20compare%20outcomes%20across%20courses%20and%20programs.%22%2C%22date%22%3A%222017-07-03%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.1080%5C%2F21548455.2017.1303756%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.tandfonline.com%5C%2Fdoi%5C%2Ffull%5C%2F10.1080%5C%2F21548455.2017.1303756%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%222154-8455%2C%202154-8463%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-06-12T07%3A19%3A49Z%22%7D%7D%2C%7B%22key%22%3A%227CYRMGVJ%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Besley%20and%20Tanner%22%2C%22parsedDate%22%3A%222011%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BBesley%2C%20John%20C.%2C%20and%20Andrea%20H.%20Tanner.%20%26%23x201C%3BWhat%20Science%20Communication%20Scholars%20Think%20About%20Training%20Scientists%20to%20Communicate.%26%23x201D%3B%20%26lt%3Bi%26gt%3BScience%20Communication%26lt%3B%5C%2Fi%26gt%3B%2033%2C%20no.%202%20%282011%29%3A%20239%26%23×2013%3B63.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-DOIURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1177%5C%2F1075547010386972%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1177%5C%2F1075547010386972%26lt%3B%5C%2Fa%26gt%3B.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3D7CYRMGVJ%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22What%20Science%20Communication%20Scholars%20Think%20About%20Training%20Scientists%20to%20Communicate%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22John%20C.%22%2C%22lastName%22%3A%22Besley%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Andrea%20H.%22%2C%22lastName%22%3A%22Tanner%22%7D%5D%2C%22abstractNote%22%3A%22The%20current%20study%20involved%20an%20attempted%20census%20of%20first%20and%20second%20authors%20from%20five%20key%20journals%20across%20the%20subfields%20of%20science%2C%20health%2C%20environment%2C%20and%20risk%20communication%20between%202003%20and%202008.%20Of%20those%20responding%20%28%20n%20%3D%20320%29%2C%2080%25%20describe%20themselves%20as%20a%20communication%20expert.%20Of%20these%20experts%20%28%20n%20%3D%20255%29%2C%2057%25%20report%20conducting%20formal%20training%20for%20bench%20scientists%20and%20engineers%2C%20science%20regulators%2C%20medical%20personnel%2C%20or%20journalists.%20The%20main%20focus%20of%20training%20was%20in%20basic%20communication%20theories%20and%20models.%20There%20is%20broad%20agreement%20that%20the%20science%20community%20would%20benefit%20from%20additional%20science%20communication%20training%20and%20that%20deficit%20model%20thinking%20remains%20prevalent.%22%2C%22date%22%3A%222011%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.1177%5C%2F1075547010386972%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fjournals.sagepub.com%5C%2Fdoi%5C%2F10.1177%5C%2F1075547010386972%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%221075-5470%2C%201552-8545%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222025-12-03T02%3A38%3A37Z%22%7D%7D%2C%7B%22key%22%3A%22JF7KDBZ9%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Blum%20et%20al.%22%2C%22parsedDate%22%3A%222006%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BBlum%2C%20Deborah%2C%20Mary%20Knudson%2C%20and%20Robin%20Marantz%20Henig%2C%20eds.%20%26lt%3Bi%26gt%3BA%20Field%20Guide%20for%20Science%20Writers%26lt%3B%5C%2Fi%26gt%3B.%202nd%20ed.%20Oxford%20%5BEngland%5D%26%23x202F%3B%3B%20New%20York%3A%20Oxford%20University%20Press%2C%202006.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3DJF7KDBZ9%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22book%22%2C%22title%22%3A%22A%20field%20guide%20for%20science%20writers%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Deborah%22%2C%22lastName%22%3A%22Blum%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Mary%22%2C%22lastName%22%3A%22Knudson%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Robin%20Marantz%22%2C%22lastName%22%3A%22Henig%22%7D%5D%2C%22abstractNote%22%3A%22This%20is%20the%20official%20text%20for%20the%20National%20Association%20of%20Science%20Writers.%20In%20the%20eight%20years%20since%20the%20publication%20of%20the%20first%20edition%20of%20A%20Field%20Guide%20for%20Science%20Writing%2C%20much%20about%20the%20world%20has%20changed.%20Some%20of%20the%20leading%20issues%20in%20today%26%23039%3Bs%20political%20marketplace%20-%20embryonic%20stem%20cell%20research%2C%20global%20warming%2C%20health%20care%20reform%2C%20space%20exploration%2C%20genetic%20privacy%2C%20germ%20warfare%20-%20are%20informed%20by%20scientific%20ideas.%20Never%20has%20it%20been%20more%20crucial%20for%20the%20lay%20public%20to%20be%20scientifically%20literate.%20That%26%23039%3Bs%20where%20science%20writers%20come%20in.%20And%20that%26%23039%3Bs%20why%20it%26%23039%3Bs%20time%20for%20an%20update%20to%20the%20Field%20Guide%2C%20already%20a%20staple%20of%20science%20writing%20graduate%20programs%20across%20the%20country.%5Cn%5CnThe%20academic%20community%20has%20recently%20recognized%20how%20important%20it%20is%20for%20writers%20to%20become%20more%20sophisticated%2C%20knowledgeable%2C%20and%20skeptical%20about%20what%20they%20write.%20More%20than%2050%20institutions%20now%20offer%20training%20in%20science%20writing.%20In%20addition%20mid-career%20fellowships%20for%20science%20writers%20are%20growing%2C%20giving%20journalists%20the%20chance%20to%20return%20to%20major%20universities%20for%20specialized%20training.%20We%20applaud%20these%20developments%2C%20and%20hope%20to%20be%20part%20of%20them%20with%20this%20new%20edition%20of%20the%20Field%20Guide.%5Cn%5CnIn%20A%20Field%20Guide%20for%20Science%20Writers%2C%202nd%20Edition%2C%20the%20editors%20have%20assembled%20contributions%20from%20a%20collections%20of%20experienced%20journalists%20who%20are%20every%20bit%20as%20stellar%20as%20the%20group%20that%20contributed%20to%20the%20first%20edition.%20In%20the%20end%2C%20what%20we%20have%20are%20essays%20written%20by%20the%20very%20best%20in%20the%20science%20writing%20profession.%20These%20wonderful%20writers%20have%20written%20not%20only%20about%20style%2C%20but%20about%20content%2C%20too.%20These%20leaders%20in%20the%20profession%20describe%20how%20they%20work%20their%20way%20through%20the%20information%20glut%20to%20find%20the%20gems%20worth%20writing%20about.%20We%20also%20have%20chapters%20that%20provide%20the%20tools%20every%20good%20science%20writer%20needs%3A%20how%20to%20use%20statistics%2C%20how%20to%20weigh%20the%20merits%20of%20conflicting%20studies%20in%20scientific%20literature%2C%20how%20to%20report%20about%20risk.%20And%2C%20ultimately%2C%20how%20to%20write.%22%2C%22date%22%3A%222006%22%2C%22originalDate%22%3A%22%22%2C%22originalPublisher%22%3A%22%22%2C%22originalPlace%22%3A%22%22%2C%22format%22%3A%22%22%2C%22ISBN%22%3A%22978-0-19-517498-4%20978-0-19-517499-1%22%2C%22DOI%22%3A%22%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22%22%2C%22ISSN%22%3A%22%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222025-12-03T02%3A38%3A51Z%22%7D%7D%2C%7B%22key%22%3A%22PTPGI4XU%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Blum%20et%20al.%22%2C%22parsedDate%22%3A%222005%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BBlum%2C%20Deborah%2C%20Mary%20Knudson%2C%20and%20Robin%20Marantz%20Henig%2C%20eds.%20%26%23x201C%3BWriting%20Well%20About%20Science%3A%20Techniques%20From%20Teachers%20of%20Science%20Writing.%26%23x201D%3B%20In%20%26lt%3Bi%26gt%3BA%20Field%20Guide%20for%20Science%20Writers%26lt%3B%5C%2Fi%26gt%3B.%20Oxford%20University%20Press%2C%202005.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-DOIURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1093%5C%2Foso%5C%2F9780195174991.003.0008%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1093%5C%2Foso%5C%2F9780195174991.003.0008%26lt%3B%5C%2Fa%26gt%3B.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3DPTPGI4XU%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22bookSection%22%2C%22title%22%3A%22Writing%20Well%20About%20Science%3A%20Techniques%20From%20Teachers%20of%20Science%20Writing%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Deborah%22%2C%22lastName%22%3A%22Blum%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Mary%22%2C%22lastName%22%3A%22Knudson%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Robin%20Marantz%22%2C%22lastName%22%3A%22Henig%22%7D%5D%2C%22abstractNote%22%3A%221.%20Read%20your%20work%20out%20loud.%20You%20will%20be%20able%20to%20hear%20rhythm%20and%20flow%20of%20language%20this%20way%2C%20and%20you%20really%20cannot%20hear%20it%20when%20reading%20silently.%202.%20Don%26%23039%3Bt%20be%20shy.%20Ask%20other%20writers%20to%20read%20a%20draft%20for%20you.%20Everyone%20gets%20too%20close%20to%20the%20story%20to%20see%20the%20glitches%2C%20and%20a%20dispassionate%20reader%20is%20a%20writer%26%23039%3Bs%20best%20friend.%20Good%20writers%20gather%20readers%20around%20them%20for%20everything%20from%20newspaper%20stories%20to%20whole%20books%20%28which%20require%20really%20good%20friends%29.%203.%20Think%20of%20your%20lead%20as%20seduction.%20How%20are%20you%20going%20to%20get%20this%20wary%2C%20perhaps%20uninterested%20reader%2C%20upstairs%20to%20see%20your%20etchings%3F%20You%20need%20to%20begin%20your%20story%20in%20a%20way%20that%20pulls%20the%20reader%20in.%20My%20favorite%20basic%20approach%20goes%20seductive%20lead%2C%20so-what%20section%20%28why%20am%20I%20reading%20this%29%2C%20map%20section%20%28here%20are%20the%20main%20points%20that%20will%20follow%20in%20this%20story%29.%20That%20approach%20leads%20me%20to%20my%20next%20tip%2C%20which%20is%204.%20Have%20a%20dear%20sense%20of%20your%20story%20and%20its%20structure%20before%20you%20begin%20writing.%20If%20you%20think%20of%20a%20story%20as%20an%20arc%2C%20in%20the%20shape%20of%20a%20rainbow%2C%20then%20it%26%23039%3Bs%20helpful%20to%20know%20where%20it%20will%20begin%20and%20where%20it%20will%20end%20so%20that%20you%20know%20in%20advance%20how%20to%20build%20that%20arc.%205.%20Use%20transitions.%20A%20story%20has%20to%20flow.%20Leaping%20from%20place%20to%20place%20like%20a%20waterstrider%20on%20a%20pond%20will%20not%20make%20your%20prose%20easy%20to%20follow.%206.%20Use%20analogies.%20They%20are%20a%20beautiful%20way%20to%20make%20science%20vivid%20and%20real%5Cu2014as%20long%20as%20you%20don%26%23039%3Bt%20overuse%20them.%207.%20In%20fact%2C%20don%26%23039%3Bt%20overwrite%20at%20all.%20And%20never%2C%20never%2C%20never%20use%20clich%5Cu00e9s.%20If%20you%20want%20to%20write%20in%20your%20voice%2C%20generic%20language%20will%20not%20do.%20In%20my%20class%2C%20there%20are%20no%20silver%20linings%2C%20no%20cats%20let%20out%20of%20bags%2C%20no%20nights%20as%20black%20as%20pitch.%20A%20student%20who%20uses%20three%20clich%5Cu00e9s%20in%20a%20story%20gets%20an%20automatic%20C%20from%20me.%208.%20Write%20in%20English.%20This%20applies%20not%20only%20to%20science%20writing%20but%20to%20all%20beats%20in%20which%20a%20good%20story%20can%20easily%20sink%20in%20a%20sea%20of%20jargon.%22%2C%22bookTitle%22%3A%22A%20Field%20Guide%20for%20Science%20Writers%22%2C%22date%22%3A%222005%22%2C%22originalDate%22%3A%22%22%2C%22originalPublisher%22%3A%22%22%2C%22originalPlace%22%3A%22%22%2C%22format%22%3A%22%22%2C%22ISBN%22%3A%22978-0-19-517499-1%20978-0-19-756223-9%22%2C%22DOI%22%3A%2210.1093%5C%2Foso%5C%2F9780195174991.003.0008%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Facademic.oup.com%5C%2Fbook%5C%2F40781%5C%2Fchapter%5C%2F348709458%22%2C%22ISSN%22%3A%22%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222025-12-03T02%3A38%3A47Z%22%7D%7D%2C%7B%22key%22%3A%22GZWSTIVE%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Brownell%20et%20al.%22%2C%22parsedDate%22%3A%222013%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BBrownell%2C%20Sara%20E.%2C%20Jordan%20V.%20Price%2C%20and%20Steinman%2C%20Lawrence.%20%26%23x201C%3BScience%20Communication%20to%20the%20General%20Public%3A%20Why%20We%20Need%20to%20Teach%20Undergraduate%20and%20Graduate%20Students%20This%20Skill%20as%20Part%20of%20Their%20Formal%20Scientific%20Training.%26%23x201D%3B%20%26lt%3Bi%26gt%3BJournal%20of%20Undergraduate%20Neuroscience%20Education%26lt%3B%5C%2Fi%26gt%3B%2012%2C%20no.%201%20%282013%29%3A%20E1%26%23×2013%3B10.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-ItemURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fwww.ncbi.nlm.nih.gov%5C%2Fpmc%5C%2Farticles%5C%2FPMC3852879%5C%2F%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fwww.ncbi.nlm.nih.gov%5C%2Fpmc%5C%2Farticles%5C%2FPMC3852879%5C%2F%26lt%3B%5C%2Fa%26gt%3B.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3DGZWSTIVE%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Science%20Communication%20to%20the%20General%20Public%3A%20Why%20We%20Need%20to%20Teach%20Undergraduate%20and%20Graduate%20Students%20this%20Skill%20as%20Part%20of%20Their%20Formal%20Scientific%20Training%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Sara%20E.%22%2C%22lastName%22%3A%22Brownell%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Jordan%20V.%22%2C%22lastName%22%3A%22Price%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22%22%2C%22lastName%22%3A%22Steinman%2C%20Lawrence%22%7D%5D%2C%22abstractNote%22%3A%22%5BFirst%20paragraph%5D%20Communication%20of%20science%20to%20the%20general%20public%20is%20increasingly%20recognized%20as%20a%20responsibility%20of%20scientists%20…%2C%20yet%20how%20do%20scientists%20learn%20these%20skills%3F%20While%20scientists%20are%20thoroughly%20trained%20in%20research%20methodologies%2C%20analytical%20skills%2C%20and%20the%20ability%20to%20communicate%20with%20other%20scientists%2C%20they%20usually%20receive%20no%20explicit%20training%20in%20communication%20of%20scientific%20concepts%20to%20a%20layperson%20audience.%22%2C%22date%22%3A%222013%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%22%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.ncbi.nlm.nih.gov%5C%2Fpmc%5C%2Farticles%5C%2FPMC3852879%5C%2F%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%22%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-06-12T07%3A19%3A10Z%22%7D%7D%2C%7B%22key%22%3A%22G2HXDP8Y%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Bucchi%20and%20Trench%22%2C%22parsedDate%22%3A%222014%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BBucchi%2C%20Massimiano%2C%20and%20Brian%20Trench%2C%20eds.%20%26lt%3Bi%26gt%3BRoutledge%20Handbook%20of%20Public%20Communication%20of%20Science%20and%20Technology%26lt%3B%5C%2Fi%26gt%3B.%20Second%20edition.%20London%26%23x202F%3B%3B%20New%20York%3A%20Routledge%2C%20Taylor%20%26amp%3B%20Francis%20Group%2C%202014.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3DG2HXDP8Y%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22book%22%2C%22title%22%3A%22Routledge%20handbook%20of%20public%20communication%20of%20science%20and%20technology%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Massimiano%22%2C%22lastName%22%3A%22Bucchi%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Brian%22%2C%22lastName%22%3A%22Trench%22%7D%5D%2C%22abstractNote%22%3A%22Communicating%20science%20and%20technology%20is%20a%20high%20priority%20of%20many%20research%20and%20policy%20institutions%2C%20a%20concern%20of%20many%20other%20private%20and%20public%20bodies%2C%20and%20an%20established%20subject%20of%20training%20and%20education.%20Over%20the%20past%20few%20decades%2C%20the%20field%20has%20developed%20and%20expanded%20significantly%2C%20both%20in%20terms%20of%20professional%20practice%20and%20in%20terms%20of%20research%20and%20reflection.%5Cn%5CnThe%20Routledge%20Handbook%20of%20Public%20Communication%20of%20Science%20and%20Technology%20provides%20a%20state-of-the-art%20review%20of%20this%20fast-growing%20and%20increasingly%20important%20area%2C%20through%20an%20examination%20of%20the%20research%20on%20the%20main%20actors%2C%20issues%2C%20and%20arenas%20involved.%5Cn%5CnIn%20this%20brand-new%20revised%20edition%2C%20the%20book%20brings%20the%20reviews%20up-to-date%20and%20deepens%20the%20analysis.%20As%20well%20as%20substantial%20reworking%20of%20many%20chapters%2C%20it%20gives%20more%20attention%20to%20digital%20media%20and%20the%20global%20aspects%20of%20science%20communication%2C%20with%20the%20inclusion%20of%20four%20new%20chapters.%20Several%20new%20contributors%20are%20added%20to%20leading%20mass-communication%20scholars%2C%20sociologists%2C%20public-relations%20practitioners%2C%20science%20writers%2C%20and%20others%20featured%20herein.%5Cn%5CnWith%20key%20questions%20for%20further%20discussion%20highlighted%20in%20each%20chapter%2C%20the%20handbook%20is%20a%20student-friendly%20resource%20and%20its%20scope%20and%20expert%20contributors%20mean%20it%20is%20also%20ideal%20for%20both%20practitioners%20and%20professionals%20working%20in%20the%20field.%20Combining%20the%20perspectives%20of%20different%20disciplines%20and%20of%20different%20geographical%20and%20cultural%20contexts%2C%20this%20original%20text%20provides%20an%20interdisciplinary%20and%20global%20approach%20to%20the%20public%20communication%20of%20science%20and%20technology.%20It%20is%20a%20valuable%20resource%20for%20students%2C%20researchers%2C%20educators%2C%20and%20professionals%20in%20media%20and%20journalism%2C%20sociology%2C%20the%20history%20of%20science%2C%20and%20science%20and%20technology.%22%2C%22date%22%3A%222014%22%2C%22originalDate%22%3A%22%22%2C%22originalPublisher%22%3A%22%22%2C%22originalPlace%22%3A%22%22%2C%22format%22%3A%22%22%2C%22ISBN%22%3A%22978-0-415-83461-2%22%2C%22DOI%22%3A%22%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22%22%2C%22ISSN%22%3A%22%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222025-12-03T02%3A39%3A18Z%22%7D%7D%2C%7B%22key%22%3A%22A3CMAFGQ%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Burns%20et%20al.%22%2C%22parsedDate%22%3A%222003%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BBurns%2C%20T.%20W.%2C%20D.%20J.%20O%26%23×2019%3BConnor%2C%20and%20S.%20M.%20Stocklmayer.%20%26%23x201C%3BScience%20Communication%3A%20A%20Contemporary%20Definition.%26%23x201D%3B%20%26lt%3Bi%26gt%3BPublic%20Understanding%20of%20Science%26lt%3B%5C%2Fi%26gt%3B%2012%2C%20no.%202%20%282003%29%3A%20183%26%23×2013%3B202.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-DOIURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1177%5C%2F09636625030122004%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1177%5C%2F09636625030122004%26lt%3B%5C%2Fa%26gt%3B.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3DA3CMAFGQ%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Science%20Communication%3A%20A%20Contemporary%20Definition%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22T.%20W.%22%2C%22lastName%22%3A%22Burns%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22D.%20J.%22%2C%22lastName%22%3A%22O%27Connor%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22S.%20M.%22%2C%22lastName%22%3A%22Stocklmayer%22%7D%5D%2C%22abstractNote%22%3A%22Science%20communication%20is%20a%20growing%20area%20of%20practice%20and%20research.%20During%20the%20past%20two%20decades%2C%20the%20number%20of%20activities%2C%20courses%2C%20and%20practitioners%20has%20steadily%20increased.%20But%20what%20actually%20is%20science%20communication%3F%20In%20what%20ways%20is%20it%20different%20to%20public%20awareness%20of%20science%2C%20public%20understanding%20of%20science%2C%20scientific%20culture%2C%20and%20scientific%20literacy%3F%20The%20authors%20review%20the%20literature%20to%20draw%20together%20a%20comprehensive%20set%20of%20definitions%20for%20these%20related%20terms.%20A%20unifying%20structure%20is%20presented%20and%20a%20contemporary%20definition%20of%20science%20communication%20positioned%20within%20this%20framework.%20Science%20communication%20%28SciCom%29%20is%20defined%20as%20the%20use%20of%20appropriate%20skills%2C%20media%2C%20activities%2C%20and%20dialogue%20to%20produce%20one%20or%20more%20of%20the%20following%20personal%20responses%20to%20science%20%28the%20AEIOU%20vowel%20analogy%29%3A%20Awareness%2C%20Enjoyment%2C%20Interest%2C%20Opinion-forming%2C%20and%20Understanding.%20The%20definition%20provides%20an%20outcomestype%20view%20of%20science%20communication%2C%20and%20provides%20the%20foundations%20for%20further%20research%20and%20evaluation.%22%2C%22date%22%3A%222003%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.1177%5C%2F09636625030122004%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fjournals.sagepub.com%5C%2Fdoi%5C%2F10.1177%5C%2F09636625030122004%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%220963-6625%2C%201361-6609%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-06-09T05%3A46%3A42Z%22%7D%7D%2C%7B%22key%22%3A%2244YJPVTA%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Center%20for%20Advancement%20of%20Informal%20Science%20Education%20%28CAISE%29%22%2C%22parsedDate%22%3A%222009%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BCenter%20for%20Advancement%20of%20Informal%20Science%20Education%20%28CAISE%29.%20%26%23x201C%3BMany%20Experts%2C%20Many%20Audiences%3A%20Public%20Engagement%20with%20Science%20%26%23×2013%3B%20A%20CAISE%20Inquiry%20Group%20Report.%26%23x201D%3B%20Washington%2C%20D.C.%3A%20Center%20for%20Advancement%20of%20Informal%20Science%20Education%2C%202009.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-ItemURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Finformalscience.org%5C%2Fresearch%5C%2Fmany-experts-many-audiences-public-engagement-science%5C%2F%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Finformalscience.org%5C%2Fresearch%5C%2Fmany-experts-many-audiences-public-engagement-science%5C%2F%26lt%3B%5C%2Fa%26gt%3B.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3D44YJPVTA%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22report%22%2C%22title%22%3A%22Many%20Experts%2C%20Many%20Audiences%3A%20Public%20Engagement%20with%20Science%20%5Cu2013%20A%20CAISE%20Inquiry%20Group%20Report%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22name%22%3A%22Center%20for%20Advancement%20of%20Informal%20Science%20Education%20%28CAISE%29%22%7D%5D%2C%22abstractNote%22%3A%22This%20white%20paper%20is%20the%20product%20of%20the%20CAISE%20Public%20Engagement%20with%20Science%20Inquiry%20Group.%20It%20describes%20how%20public%20engagement%20with%20science%20%28PES%29%20in%20the%20context%20of%20informal%20science%20education%20can%20provide%20opportunities%20for%20public%20awareness%20of%20and%20participation%20in%20science%20and%20technology.%20The%20term%20engagement%20is%20characterized%20by%20mutual%20learning%20by%20publics%20and%20scientists%20rather%20than%20a%20one-way%20transmission%20of%20knowledge%20from%20experts%20to%20publics.%22%2C%22reportNumber%22%3A%22%22%2C%22reportType%22%3A%22%22%2C%22institution%22%3A%22Center%20for%20Advancement%20of%20Informal%20Science%20Education%22%2C%22date%22%3A%222009%22%2C%22DOI%22%3A%22%22%2C%22ISBN%22%3A%22%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Finformalscience.org%5C%2Fresearch%5C%2Fmany-experts-many-audiences-public-engagement-science%5C%2F%22%2C%22ISSN%22%3A%22%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-06-09T06%3A32%3A57Z%22%7D%7D%2C%7B%22key%22%3A%227AY72WB8%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Christopherson%20et%20al.%22%2C%22parsedDate%22%3A%222018%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BChristopherson%2C%20Elizabeth%20Good%2C%20Dietram%20A.%20Scheufele%2C%20and%20Brooke%20Smith.%20%26%23x201C%3BThe%20Civic%20Science%20Imperative.%26%23x201D%3B%20%26lt%3Bi%26gt%3BStanford%20Social%20Innovation%20Review%26lt%3B%5C%2Fi%26gt%3B%2016%20%282018%29%3A%2046%26%23×2013%3B52.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-DOIURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.48558%5C%2F6K46-1C68%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.48558%5C%2F6K46-1C68%26lt%3B%5C%2Fa%26gt%3B.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3D7AY72WB8%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22The%20Civic%20Science%20Imperative%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Elizabeth%20Good%22%2C%22lastName%22%3A%22Christopherson%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Dietram%20A.%22%2C%22lastName%22%3A%22Scheufele%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Brooke%22%2C%22lastName%22%3A%22Smith%22%7D%5D%2C%22abstractNote%22%3A%22Philanthropy%20has%20a%20vital%20role%20to%20play%20in%20building%20a%20culture%20of%20%5Cu201ccivic%20science%2C%5Cu201d%20in%20which%20scientists%20take%20active%20roles%20as%20citizens%20and%20citizens%20engage%20with%20scientific%20research.%5Cn%5Cn%5BExcerpt%3A%5D%5CnThere%20are%20useful%20models%20and%20promising%20examples%20of%20how%20to%20build%20an%20infrastructure%20for%20civic%20science%2C%20but%20a%20great%20deal%20of%20work%20is%20yet%20to%20be%20done.%20A%20crucial%20early%20step%20will%20come%20from%20catalytic%20investments%20by%20philanthropic%20organizations%2C%20which%20can%20galvanize%20new%20civic%20science%20initiatives%2C%20scale%20up%20existing%20efforts%2C%20and%20encourage%20other%20organizations%20to%20do%20the%20same.%20In%20designing%20these%20investments%2C%20philanthropists%20have%20a%20critical%20opportunity%20to%20draw%20on%20findings%20from%20communications%20research%20and%20pilot%20efforts%20by%20adopting%20five%20broad%20approaches%3A%5Cn%5Cn1.%20Support%20effective%20science%20communication%20and%20engagement.%5Cn2.%20Capitalize%20on%20the%20strength%20of%20diverse%20coalitions.%5Cn3.%20Build%20capacity%20to%20deal%20with%20moving%20targets.%5Cn4.%20Focus%20on%20shared%20values.%5Cn5.%20Build%20trusting%20relationships%20through%20applied%20research%20and%20feedback%20loops.%22%2C%22date%22%3A%222018%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.48558%5C%2F6K46-1C68%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fssir.org%5C%2Farticles%5C%2Fentry%5C%2Fthe_civic_science_imperative%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%22%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-06-09T23%3A44%3A27Z%22%7D%7D%2C%7B%22key%22%3A%22HZDGJ8EP%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Dienlin%20et%20al.%22%2C%22parsedDate%22%3A%222021-02-11%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BDienlin%2C%20Tobias%2C%20Niklas%20Johannes%2C%20Nicholas%20David%20Bowman%2C%20Philipp%20K%20Masur%2C%20Sven%20Engesser%2C%20Anna%20Sophie%20K%26%23xFC%3Bmpel%2C%20Josephine%20Lukito%2C%20et%20al.%20%26%23x201C%3BAn%20Agenda%20for%20Open%20Science%20in%20Communication.%26%23x201D%3B%20%26lt%3Bi%26gt%3BJournal%20of%20Communication%26lt%3B%5C%2Fi%26gt%3B%2071%2C%20no.%201%20%28February%2011%2C%202021%29%3A%201%26%23×2013%3B26.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-DOIURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1093%5C%2Fjoc%5C%2Fjqz052%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1093%5C%2Fjoc%5C%2Fjqz052%26lt%3B%5C%2Fa%26gt%3B.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3DHZDGJ8EP%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22An%20Agenda%20for%20Open%20Science%20in%20Communication%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Tobias%22%2C%22lastName%22%3A%22Dienlin%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Niklas%22%2C%22lastName%22%3A%22Johannes%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Nicholas%20David%22%2C%22lastName%22%3A%22Bowman%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Philipp%20K%22%2C%22lastName%22%3A%22Masur%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Sven%22%2C%22lastName%22%3A%22Engesser%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Anna%20Sophie%22%2C%22lastName%22%3A%22K%5Cu00fcmpel%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Josephine%22%2C%22lastName%22%3A%22Lukito%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Lindsey%20M%22%2C%22lastName%22%3A%22Bier%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Renwen%22%2C%22lastName%22%3A%22Zhang%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Benjamin%20K%22%2C%22lastName%22%3A%22Johnson%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Richard%22%2C%22lastName%22%3A%22Huskey%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Frank%20M%22%2C%22lastName%22%3A%22Schneider%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Johannes%22%2C%22lastName%22%3A%22Breuer%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Douglas%20A%22%2C%22lastName%22%3A%22Parry%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Ivar%22%2C%22lastName%22%3A%22Vermeulen%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Jacob%20T%22%2C%22lastName%22%3A%22Fisher%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Jaime%22%2C%22lastName%22%3A%22Banks%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Ren%5Cu00e9%22%2C%22lastName%22%3A%22Weber%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22David%20A%22%2C%22lastName%22%3A%22Ellis%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Tim%22%2C%22lastName%22%3A%22Smits%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22James%20D%22%2C%22lastName%22%3A%22Ivory%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Sabine%22%2C%22lastName%22%3A%22Trepte%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Bree%22%2C%22lastName%22%3A%22McEwan%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Eike%20Mark%22%2C%22lastName%22%3A%22Rinke%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22German%22%2C%22lastName%22%3A%22Neubaum%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Stephan%22%2C%22lastName%22%3A%22Winter%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Christopher%20J%22%2C%22lastName%22%3A%22Carpenter%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Nicole%22%2C%22lastName%22%3A%22Kr%5Cu00e4mer%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Sonja%22%2C%22lastName%22%3A%22Utz%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Julian%22%2C%22lastName%22%3A%22Unkel%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Xiaohui%22%2C%22lastName%22%3A%22Wang%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Brittany%20I%22%2C%22lastName%22%3A%22Davidson%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Nuri%22%2C%22lastName%22%3A%22Kim%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Andrea%20Stevenson%22%2C%22lastName%22%3A%22Won%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Emese%22%2C%22lastName%22%3A%22Domahidi%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Neil%20A%22%2C%22lastName%22%3A%22Lewis%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Claes%22%2C%22lastName%22%3A%22De%20Vreese%22%7D%5D%2C%22abstractNote%22%3A%22In%20the%20last%2010%20years%2C%20many%20canonical%20findings%20in%20the%20social%20sciences%20appear%20unreliable.%20This%20so-called%20%5Cu201creplication%20crisis%5Cu201d%20has%20spurred%20calls%20for%20open%20science%20practices%2C%20which%20aim%20to%20increase%20the%20reproducibility%2C%20replicability%2C%20and%20generalizability%20of%20findings.%20Communication%20research%20is%20subject%20to%20many%20of%20the%20same%20challenges%20that%20have%20caused%20low%20replicability%20in%20other%20fields.%20As%20a%20result%2C%20we%20propose%20an%20agenda%20for%20adopting%20open%20science%20practices%20in%20Communication%2C%20which%20includes%20the%20following%20seven%20suggestions%3A%20%281%29%20publish%20materials%2C%20data%2C%20and%20code%3B%20%282%29%20preregister%20studies%20and%20submit%20registered%20reports%3B%20%283%29%20conduct%20replications%3B%20%284%29%20collaborate%3B%20%285%29%20foster%20open%20science%20skills%3B%20%286%29%20implement%20Transparency%20and%20Openness%20Promotion%20Guidelines%3B%20and%20%287%29%20incentivize%20open%20science%20practices.%20Although%20in%20our%20agenda%20we%20focus%20mostly%20on%20quantitative%20research%2C%20we%20also%20reflect%20on%20open%20science%20practices%20relevant%20to%20qualitative%20research.%20We%20conclude%20by%20discussing%20potential%20objections%20and%20concerns%20associated%20with%20open%20science%20practices.%22%2C%22date%22%3A%222021-02-11%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.1093%5C%2Fjoc%5C%2Fjqz052%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Facademic.oup.com%5C%2Fjoc%5C%2Farticle%5C%2F71%5C%2F1%5C%2F1%5C%2F5803422%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%220021-9916%2C%201460-2466%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-04-25T22%3A35%3A42Z%22%7D%7D%2C%7B%22key%22%3A%222LF626JG%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Dolenc%22%2C%22parsedDate%22%3A%222023%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BDolenc%2C%20Sa%26%23×161%3Bo.%20%26%23x201C%3BThe%20Essence%20of%20Science%20Communication.%26%23x201D%3B%20%26lt%3Bi%26gt%3BSci-Highs%26lt%3B%5C%2Fi%26gt%3B%20%28blog%29%2C%202023.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-ItemURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fsci-highs.com%5C%2Fessence-of-scicom%5C%2F%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fsci-highs.com%5C%2Fessence-of-scicom%5C%2F%26lt%3B%5C%2Fa%26gt%3B.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3D2LF626JG%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22blogPost%22%2C%22title%22%3A%22The%20essence%20of%20science%20communication%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Sa%5Cu0161o%22%2C%22lastName%22%3A%22Dolenc%22%7D%5D%2C%22abstractNote%22%3A%22%5BExcerpt%5D%20Science%20communication%20is%20usually%20understood%20as%20the%20activity%20of%20disseminating%20scientific%20knowledge%20to%20people%20outside%20the%20scientific%20community%20in%20which%20the%20scientific%20knowledge%20is%20created.%20However%2C%20this%20definition%20does%20not%20cover%20all%20the%20essential%20elements%20of%20a%20reliable%20practice%20of%20science%20communication.%5Cn%5CnWe%20therefore%20propose%20stricter%20criteria%2C%20according%20to%20which%20science%20communication%20consists%20of%20two%20key%20elements%3A%20%281%29%20identifying%20the%20current%20level%20of%20consensus%20and%20uncertainty%20about%20scientific%20knowledge%20in%20the%20scientific%20community%20on%20a%20given%20topic%2C%20and%20%282%29%20communicating%20scientific%20knowledge%20in%20a%20way%20that%20enables%20understanding%2C%20trust%20and%20engagement%20with%20the%20target%20audience.%20This%20proposal%20is%20based%20on%20many%20years%20of%20practical%20engagement%20in%20the%20field%20of%20science%20communication%20and%20a%20long-standing%20reflection%20on%20the%20functioning%20and%20societal%20role%20of%20science.%22%2C%22blogTitle%22%3A%22Sci-highs%22%2C%22date%22%3A%222023%22%2C%22DOI%22%3A%22%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fsci-highs.com%5C%2Fessence-of-scicom%5C%2F%22%2C%22ISSN%22%3A%22%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-06-09T05%3A47%3A18Z%22%7D%7D%2C%7B%22key%22%3A%2272C7XXTC%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Dudo%20et%20al.%22%2C%22parsedDate%22%3A%222021%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BDudo%2C%20Anthony%2C%20John%20C.%20Besley%2C%20and%20Shupei%20Yuan.%20%26%23x201C%3BScience%20Communication%20Training%20in%20North%20America%3A%20Preparing%20Whom%20to%20Do%20What%20With%20What%20Effect%3F%26%23x201D%3B%20%26lt%3Bi%26gt%3BScience%20Communication%26lt%3B%5C%2Fi%26gt%3B%2043%2C%20no.%201%20%282021%29%3A%2033%26%23×2013%3B63.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-DOIURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1177%5C%2F1075547020960138%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1177%5C%2F1075547020960138%26lt%3B%5C%2Fa%26gt%3B.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3D72C7XXTC%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Science%20Communication%20Training%20in%20North%20America%3A%20Preparing%20Whom%20to%20Do%20What%20With%20What%20Effect%3F%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Anthony%22%2C%22lastName%22%3A%22Dudo%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22John%20C.%22%2C%22lastName%22%3A%22Besley%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Shupei%22%2C%22lastName%22%3A%22Yuan%22%7D%5D%2C%22abstractNote%22%3A%22This%20study%20identifies%20key%20characteristics%20of%20current%20science%20communication%20training%20programs%20based%20in%20North%20America.%20We%20report%20findings%20from%20semistructured%20interviews%20conducted%20with%20science%20communication%20trainers%20%28%20N%20%3D%2032%29%20that%20examined%20programs%5Cu2019%20curricula%2C%20trainees%2C%20and%20impacts.%20Findings%20suggest%20that%20the%20current%20landscape%20of%20science%20communication%20training%20is%20one%20where%20a%20range%20of%20well-intentioned%20individuals%20and%20groups%20provide%20guidance%20to%20mostly%20self-selecting%20scientists.%20Training%20typically%20involves%20helping%20scientists%20find%20and%20refine%20their%20own%20message%20and%20then%20expecting%20these%20individuals%20to%20find%20their%20own%20opportunities%20to%20communicate.%20Programs%20commonly%20emphasize%20technical%20communication%20skills%20more%20than%20strategy%2C%20rarely%20conduct%20robust%20evaluation%2C%20and%20are%20not%20typically%20designed%20to%20enhance%20inclusivity.%20Researcher-trainer%20partnerships%20can%20help%20maximize%20the%20reach%20and%20positive%20impacts%20of%20these%20programs.%22%2C%22date%22%3A%222021%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.1177%5C%2F1075547020960138%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fjournals.sagepub.com%5C%2Fdoi%5C%2F10.1177%5C%2F1075547020960138%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%221075-5470%2C%201552-8545%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222023-09-04T03%3A30%3A57Z%22%7D%7D%2C%7B%22key%22%3A%22P6KDPSVP%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22F%5Cu00e4hnrich%20et%20al.%22%2C%22parsedDate%22%3A%222021%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BF%26%23xE4%3Bhnrich%2C%20Birte%2C%20Clare%20Wilkinson%2C%20Emma%20Weitkamp%2C%20Laura%20Heintz%2C%20Andy%20Ridgway%2C%20and%20Elena%20Milani.%20%26%23x201C%3BRETHINKING%20Science%20Communication%20Education%20and%20Training%3A%20Towards%20a%20Competence%20Model%20for%20Science%20Communication.%26%23x201D%3B%20%26lt%3Bi%26gt%3BFrontiers%20in%20Communication%26lt%3B%5C%2Fi%26gt%3B%206%20%282021%29.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-ItemURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fwww.frontiersin.org%5C%2Farticles%5C%2F10.3389%5C%2Ffcomm.2021.795198%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fwww.frontiersin.org%5C%2Farticles%5C%2F10.3389%5C%2Ffcomm.2021.795198%26lt%3B%5C%2Fa%26gt%3B.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3DP6KDPSVP%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22RETHINKING%20Science%20Communication%20Education%20and%20Training%3A%20Towards%20a%20Competence%20Model%20for%20Science%20Communication%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Birte%22%2C%22lastName%22%3A%22F%5Cu00e4hnrich%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Clare%22%2C%22lastName%22%3A%22Wilkinson%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Emma%22%2C%22lastName%22%3A%22Weitkamp%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Laura%22%2C%22lastName%22%3A%22Heintz%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Andy%22%2C%22lastName%22%3A%22Ridgway%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Elena%22%2C%22lastName%22%3A%22Milani%22%7D%5D%2C%22abstractNote%22%3A%22Science%20communication%20is%20at%20a%20pivotal%20stage%20in%20its%20development%20due%20to%20the%20emergence%20of%20digital%20communication%20platforms%20that%20are%20not%20only%20presenting%20new%20opportunities%20but%20are%20also%20leading%20to%20new%20challenges.%20In%20this%20context%2C%20science%20communicators%2C%20who%20can%20include%20scientists%2C%20researchers%2C%20curators%2C%20journalists%20and%20other%20types%20of%20content%20producer%2C%20may%20require%20new%20types%20of%20preparation%20and%20support%20to%20engage%20with%20multiple%20audiences%2C%20across%20multiple%20channels.%20Despite%20the%20increasing%20need%20for%20adequate%20science%20communication%20training%2C%20research%20in%20the%20field%20is%20sparse%20and%20oftentimes%20refers%20to%20single%20case%20studies%2C%20calling%20for%20more%20comprehensive%20perspectives%20on%20what%20is%20needed%20and%20what%20is%20offered%20to%20equip%20future%20science%20communicators%20with%20relevant%20competences%20to%20cope%20with%20the%20changing%20science%20communication%20ecosystem.%20Against%20this%20backdrop%2C%20this%20paper%20takes%20two%20approaches%2C%20drawing%20on%20data%20from%20RETHINK%2C%20a%20European%20project%20comprising%20seven%20countries%2C%20Italy%2C%20the%20Netherlands%2C%20Poland%2C%20Portugal%2C%20Serbia%2C%20Sweden%20and%20the%20United%20Kingdom.%20First%2C%20we%20report%20on%20findings%20from%20a%20questionnaire%20survey%20completed%20by%20459%20science%20communicators%20across%20the%20seven%20countries%2C%20focusing%20on%20how%20science%20communicators%20develop%20their%20communication%20skills%2C%20the%20types%20of%20training%20they%20have%20received%20and%20the%20types%20of%20training%20they%20would%20like%20to%20undertake.%20Second%2C%20we%20assess%20exploratory%20data%20collected%20from%2013%20different%20science%20communication%20degree%20programs%20regarding%20how%20they%20seek%20to%20embed%20and%20consider%20issues%20of%20digital%20transformation%20within%20their%20curricula.%20On%20the%20basis%20of%20both%20analyses%2C%20we%20will%20introduce%20ideas%20for%20a%20competence%20framework%20that%20addresses%20not%20only%20working%20knowledge%20and%20skills%20but%20also%20professional%20%28self-%29reflection%20and%20the%20overall%20mindset%20and%20worldviews%20of%20students%2C%20whilst%20offering%20capacity%20for%20increased%20consideration%20of%20the%20role%20of%20digital%20transformation.%22%2C%22date%22%3A%222021%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%22%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.frontiersin.org%5C%2Farticles%5C%2F10.3389%5C%2Ffcomm.2021.795198%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%222297-900X%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222023-09-04T03%3A32%3A47Z%22%7D%7D%2C%7B%22key%22%3A%226P5SL3MY%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Fischhoff%22%2C%22parsedDate%22%3A%222013%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BFischhoff%2C%20Baruch.%20%26%23x201C%3BThe%20Sciences%20of%20Science%20Communication.%26%23x201D%3B%20%26lt%3Bi%26gt%3BProceedings%20of%20the%20National%20Academy%20of%20Sciences%26lt%3B%5C%2Fi%26gt%3B%20110%2C%20no.%20supplement_3%20%282013%29%3A%2014033%26%23×2013%3B39.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-DOIURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1073%5C%2Fpnas.1213273110%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1073%5C%2Fpnas.1213273110%26lt%3B%5C%2Fa%26gt%3B.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3D6P5SL3MY%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22The%20sciences%20of%20science%20communication%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Baruch%22%2C%22lastName%22%3A%22Fischhoff%22%7D%5D%2C%22abstractNote%22%3A%22The%20May%202012%20Sackler%20Colloquium%20on%20%5Cu201cThe%20Science%20of%20Science%20Communication%5Cu201d%20brought%20together%20scientists%20with%20research%20to%20communicate%20and%20scientists%20whose%20research%20could%20facilitate%20that%20communication.%20The%20latter%20include%20decision%20scientists%20who%20can%20identify%20the%20scientific%20results%20that%20an%20audience%20needs%20to%20know%2C%20from%20among%20all%20of%20the%20scientific%20results%20that%20it%20would%20be%20nice%20to%20know%3B%20behavioral%20scientists%20who%20can%20design%20ways%20to%20convey%20those%20results%20and%20then%20evaluate%20the%20success%20of%20those%20attempts%3B%20and%20social%20scientists%20who%20can%20create%20the%20channels%20needed%20for%20trustworthy%20communications.%20This%20overview%20offers%20an%20introduction%20to%20these%20communication%20sciences%20and%20their%20roles%20in%20science-based%20communication%20programs.%22%2C%22date%22%3A%222013%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.1073%5C%2Fpnas.1213273110%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fpnas.org%5C%2Fdoi%5C%2Ffull%5C%2F10.1073%5C%2Fpnas.1213273110%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%220027-8424%2C%201091-6490%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-06-09T06%3A27%3A10Z%22%7D%7D%2C%7B%22key%22%3A%22AYBU4ZJI%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Funk%20and%20Funk%22%2C%22parsedDate%22%3A%222015%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BFunk%2C%20Lee%2C%20and%20Cary%20Funk.%20%26%23x201C%3BAn%20Elaboration%20of%20AAAS%20Scientists%26%23×2019%3B%20Views.%26%23x201D%3B%20Pew%20Research%20Center%2C%202015.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-ItemURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fwww.pewresearch.org%5C%2Fscience%5C%2F2015%5C%2F07%5C%2F23%5C%2Fan-elaboration-of-aaas-scientists-views%5C%2F%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fwww.pewresearch.org%5C%2Fscience%5C%2F2015%5C%2F07%5C%2F23%5C%2Fan-elaboration-of-aaas-scientists-views%5C%2F%26lt%3B%5C%2Fa%26gt%3B.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3DAYBU4ZJI%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22webpage%22%2C%22title%22%3A%22An%20Elaboration%20of%20AAAS%20Scientists%5Cu2019%20Views%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Lee%22%2C%22lastName%22%3A%22Funk%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Cary%22%2C%22lastName%22%3A%22Funk%22%7D%5D%2C%22abstractNote%22%3A%22%5BBeginning%5D%20In%20January%202015%2C%20the%20Pew%20Research%20Center%20released%20findings%20from%20two%20surveys%3B%20the%20findings%20illustrated%20substantial%20gaps%20on%20major%20science%20issues%20between%20the%20views%20of%20citizens%20and%20U.S.%20members%20of%20the%20American%20Association%20for%20the%20Advancement%20of%20Science%20%28AAAS%29%2C%20the%20world%5Cu2019s%20largest%20multidisciplinary%20scientific%20professional%20society%2C%20despite%20broadly%20similar%20views%20about%20the%20contributions%20of%20science%20and%20the%20overall%20place%20of%20science%20in%20American%20society.%20Established%20in%201848%2C%20the%20AAAS%20publishes%20Science%20magazine%2C%20one%20of%20the%20most%20widely%20circulated%20peer-reviewed%20scientific%20journals%20in%20the%20world.%20It%20is%20an%20open-member%20organization%20that%20brings%20together%20a%20wide%20segment%20of%20the%20scientific%20community.%5Cn%5CnThe%20111-page%20report%20and%2034-page%20follow-up%20report%20on%20the%20results%20of%20the%20surveys%20focused%20primarily%20on%20the%20views%20of%20AAAS%20members%20as%20a%20whole.%22%2C%22date%22%3A%222015%22%2C%22DOI%22%3A%22%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.pewresearch.org%5C%2Fscience%5C%2F2015%5C%2F07%5C%2F23%5C%2Fan-elaboration-of-aaas-scientists-views%5C%2F%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222025-12-03T02%3A42%3A32Z%22%7D%7D%2C%7B%22key%22%3A%22F9PRCVGI%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Funk%20and%20Rainie%22%2C%22parsedDate%22%3A%222015%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BFunk%2C%20Cary%2C%20and%20Lee%20Rainie.%20%26%23x201C%3BPublic%20and%20Scientists%26%23×2019%3B%20Views%20on%20Science%20and%20Society.%26%23x201D%3B%20%26lt%3Bi%26gt%3BPew%20Research%20Center%26lt%3B%5C%2Fi%26gt%3B%20%28blog%29%2C%202015.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-ItemURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fwww.pewresearch.org%5C%2Fscience%5C%2F2015%5C%2F01%5C%2F29%5C%2Fpublic-and-scientists-views-on-science-and-society%5C%2F%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fwww.pewresearch.org%5C%2Fscience%5C%2F2015%5C%2F01%5C%2F29%5C%2Fpublic-and-scientists-views-on-science-and-society%5C%2F%26lt%3B%5C%2Fa%26gt%3B.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3DF9PRCVGI%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22blogPost%22%2C%22title%22%3A%22Public%20and%20Scientists%5Cu2019%20Views%20on%20Science%20and%20Society%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Cary%22%2C%22lastName%22%3A%22Funk%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Lee%22%2C%22lastName%22%3A%22Rainie%22%7D%5D%2C%22abstractNote%22%3A%22An%20elaboration%20of%20the%20findings%20in%20the%20AAAS%20member%20survey%5Cn%5CnScientific%20innovations%20are%20deeply%20embedded%20in%20national%20life%20%5Cu2014%20in%20the%20economy%2C%20in%20core%20policy%20choices%20about%20how%20people%20care%20for%20themselves%20and%20use%20the%20resources%20around%20them%2C%20and%20in%20the%20topmost%20reaches%20of%20Americans%5Cu2019%20imaginations.%20New%20Pew%20Research%20Center%20surveys%20of%20citizens%20and%20a%20representative%20sample%20of%20scientists%20connected%20to%20the%20American%20Association%20for%20the%20Advancement%20of%20Science%20%28AAAS%29%20show%20powerful%20crosscurrents%20that%20both%20recognize%20the%20achievements%20of%20scientists%20and%20expose%20stark%20fissures%20between%20scientists%20and%20citizens%20on%20a%20range%20of%20science%2C%20engineering%20and%20technology%20issues.%22%2C%22blogTitle%22%3A%22Pew%20Research%20Center%22%2C%22date%22%3A%222015%22%2C%22DOI%22%3A%22%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.pewresearch.org%5C%2Fscience%5C%2F2015%5C%2F01%5C%2F29%5C%2Fpublic-and-scientists-views-on-science-and-society%5C%2F%22%2C%22ISSN%22%3A%22%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-12-25T03%3A01%3A07Z%22%7D%7D%2C%7B%22key%22%3A%22RZ62GKVK%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Gascoigne%20et%20al.%22%2C%22parsedDate%22%3A%222020%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BGascoigne%2C%20Toss%2C%20Bernard%20Schiele%2C%20Joan%20Leach%2C%20Michelle%20Riedlinger%2C%20Bruce%20V.%20Lewenstein%2C%20Luisa%20Massarani%2C%20and%20Peter%20Broks%2C%20eds.%20%26lt%3Bi%26gt%3BCommunicating%20Science%3A%20A%20Global%20Perspective%26lt%3B%5C%2Fi%26gt%3B.%201st%20ed.%20Canberra%3A%20ANU%20Press%2C%202020.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-DOIURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.22459%5C%2FCS.2020%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.22459%5C%2FCS.2020%26lt%3B%5C%2Fa%26gt%3B.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3DRZ62GKVK%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22book%22%2C%22title%22%3A%22Communicating%20Science%3A%20A%20Global%20Perspective%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Toss%22%2C%22lastName%22%3A%22Gascoigne%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Bernard%22%2C%22lastName%22%3A%22Schiele%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Joan%22%2C%22lastName%22%3A%22Leach%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Michelle%22%2C%22lastName%22%3A%22Riedlinger%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Bruce%20V.%22%2C%22lastName%22%3A%22Lewenstein%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Luisa%22%2C%22lastName%22%3A%22Massarani%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Peter%22%2C%22lastName%22%3A%22Broks%22%7D%5D%2C%22abstractNote%22%3A%22Modern%20science%20communication%20has%20emerged%20in%20the%20twentieth%20century%20as%20a%20field%20of%20study%2C%20a%20body%20of%20practice%20and%20a%20profession%5Cu2014and%20it%20is%20a%20practice%20with%20deep%20historical%20roots.%20We%20have%20seen%20the%20birth%20of%20interactive%20science%20centres%2C%20the%20first%20university%20actions%20in%20teaching%20and%20conducting%20research%2C%20and%20a%20sharp%20growth%20in%20employment%20of%20science%20communicators.%5Cn%5CnThis%20collection%20charts%20the%20emergence%20of%20modern%20science%20communication%20across%20the%20world.%20This%20is%20the%20first%20volume%20to%20map%20investment%20around%20the%20globe%20in%20science%20centres%2C%20university%20courses%20and%20research%2C%20publications%20and%20conferences%20as%20well%20as%20tell%20the%20national%20stories%20of%20science%20communication.%5Cn%5CnHow%20did%20it%20all%20begin%3F%20How%20has%20development%20varied%20from%20one%20country%20to%20another%3F%20What%20motivated%20governments%2C%20institutions%20and%20people%20to%20see%20science%20communication%20as%20an%20answer%20to%20questions%20of%20the%20social%20place%20of%20science%3F%5Cn%5CnCommunicating%20Science%20describes%20the%20pathways%20followed%20by%2039%20different%20countries.%20All%20continents%20and%20many%20cultures%20are%20represented.%20For%20some%20countries%2C%20this%20is%20the%20first%20time%20that%20their%20science%20communication%20story%20has%20been%20told.%22%2C%22date%22%3A%222020%22%2C%22originalDate%22%3A%22%22%2C%22originalPublisher%22%3A%22%22%2C%22originalPlace%22%3A%22%22%2C%22format%22%3A%22%22%2C%22ISBN%22%3A%22978-1-76046-365-6%22%2C%22DOI%22%3A%2210.22459%5C%2FCS.2020%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fpress.anu.edu.au%5C%2Fpublications%5C%2Fcommunicating-science%22%2C%22ISSN%22%3A%22%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222023-12-11T22%3A22%3A31Z%22%7D%7D%2C%7B%22key%22%3A%224Q9NNAIA%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Irion%22%2C%22parsedDate%22%3A%222017%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BIrion%2C%20Robert.%20%26%23x201C%3BScience%20Communication%3A%20A%20Career%20Where%20PhDs%20Can%20Make%20a%20Difference.%26%23x201D%3B%20%26lt%3Bi%26gt%3BMolecular%20Biology%20of%20the%20Cell%26lt%3B%5C%2Fi%26gt%3B%2026%2C%20no.%204%20%282017%29%3A%20591%26%23×2013%3B93.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-DOIURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1091%5C%2Fmbc.E14-03-0813%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1091%5C%2Fmbc.E14-03-0813%26lt%3B%5C%2Fa%26gt%3B.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3D4Q9NNAIA%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Science%20communication%3A%20a%20career%20where%20PhDs%20can%20make%20a%20difference%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Robert%22%2C%22lastName%22%3A%22Irion%22%7D%5D%2C%22abstractNote%22%3A%22Among%20careers%20for%20biologists%20with%20PhDs%2C%20science%20communication%20is%20one%20of%20the%20most%20diverse%20and%20rewarding%20pathways.%20Myriad%20options%20exist%2C%20from%20traditional%20journalism%20to%20new%20media%2C%20from%20writing%20for%20specialists%20to%20working%20in%20public%20outreach.%20Textbooks%2C%20mass-market%20books%2C%20and%20freelance%20writing%20that%20combines%20many%20of%20these%20pursuits%20are%20all%20viable%20choices.%20Communicating%20about%20science%20allows%20researchers%20to%20step%20away%20from%20the%20minutiae%20of%20a%20subdiscipline%20and%20to%20once%20again%20explore%20the%20breadth%20of%20science%20more%20fully%20through%20an%20ever-evolving%20array%20of%20stories.%20A%20doctoral%20degree%20can%20confer%20distinct%20advantages%20in%20the%20eyes%20of%20prospective%20editors%20and%20employers.%20Here%20I%20describe%20those%20advantages%2C%20possible%20career%20directions%2C%20and%20steps%20toward%20making%20such%20a%20transition.%22%2C%22date%22%3A%222017%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.1091%5C%2Fmbc.E14-03-0813%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.molbiolcell.org%5C%2Fdoi%5C%2F10.1091%5C%2Fmbc.E14-03-0813%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%221059-1524%2C%201939-4586%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-06-09T22%3A32%3A24Z%22%7D%7D%2C%7B%22key%22%3A%22QR9NYCMH%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Jucan%20and%20Jucan%22%2C%22parsedDate%22%3A%222014%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BJucan%2C%20Mihaela%20Sabina%2C%20and%20Cornel%20Nicolae%20Jucan.%20%26%23x201C%3BThe%20Power%20of%20Science%20Communication.%26%23x201D%3B%20%26lt%3Bi%26gt%3BProcedia%20-%20Social%20and%20Behavioral%20Sciences%26lt%3B%5C%2Fi%26gt%3B%2C%20LUMEN%202014%20-%20From%20Theory%20to%20Inquiry%20in%20Social%20Sciences%2C%20Iasi%2C%20Romania%2C%2010-12%20April%202014%2C%20149%20%282014%29%3A%20461%26%23×2013%3B66.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-DOIURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1016%5C%2Fj.sbspro.2014.08.288%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1016%5C%2Fj.sbspro.2014.08.288%26lt%3B%5C%2Fa%26gt%3B.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3DQR9NYCMH%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22The%20Power%20of%20Science%20Communication%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Mihaela%20Sabina%22%2C%22lastName%22%3A%22Jucan%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Cornel%20Nicolae%22%2C%22lastName%22%3A%22Jucan%22%7D%5D%2C%22abstractNote%22%3A%22The%20study%20will%20investigate%20the%20concepts%20of%20science%20communication%20and%20its%20benefits.%20Being%20good%20communicators%20in%20general%20will%20help%20scientists%20to%20be%20better%20science%20communicators%20in%20order%20to%3A%5Cu2022help%20the%20public%20understand%20science%20as%20part%20of%20their%20real%20lives%2C%5Cu2022see%20not%20only%20the%20importance%20of%20the%20science%20and%20its%20source%20of%20pleasure%20and%20wonder%2C%20but%20also%20to%20be%20able%20to%20make%20decisions%20about%20it%20as%20citizens%2C%20policymakers%2C%20funders%2C%20etc.%5Cu2022help%20in%20educating%20citizenry%2C%20concerned%20about%20the%20threats%20facing%20our%20planet%20to%20better%20shape%20the%20direction%20of%20political%20and%20policy%20decisions%2C%20because%20how%20scientists%20communicate%20this%20information%20may%20have%20measurable%20conservation%20impacts%20on%20the%20future%20of%20our%20planet.%20More%20than%20ever%2C%20scientists%20are%20called%20upon%20to%20provide%20assessments%2C%20often%20to%20non-scientists%2C%20on%20which%20management%20policies%20are%20built%20and%20experts%20should%20consider%20becoming%20more%20involved%20and%20effective%20in%20raising%20public%20awareness%20of%20these%20threats.%20Traditional%20scientific%20training%20doesn%5Cu2019t%20typically%20prepare%20scientists%20to%20be%20effective%20communicators%20outside%20academic%20circles.%20For%20scientists%2C%20the%20most%20important%20aspect%20might%20be%20how%20something%20fits%20into%20the%20given%20body%20of%20research%2C%20whereas%2C%20the%20public%20wants%20to%20know%20how%20a%20new%20finding%20might%20impact%20their%20lives.%20By%20considering%20the%20needs%20of%20the%20public%20audience%20versus%20a%20scientific%20one%2C%20by%20crafting%20an%20appropriate%20message%2C%20and%20communicating%20it%20clearly%2C%20more%20scientists%20will%20be%20more%20effective%20at%20bringing%20the%20world%20of%20science%20to%20the%20general%20public.%20The%20research%20methodology%20was%20the%20assessment%20of%20the%20information%20channels%20from%20the%20literature%20and%20the%20authors%5Cu2019%20studies.%20There%20are%20many%20interesting%20and%20innovative%20ways%20of%20communicating%20complicated%20concepts%20and%20the%20aim%20of%20the%20paper%20was%20to%20present%20some%20rules%20that%20can%20be%20applied%20to%20assure%20that%20we%20%28scientists%20and%20public%29%20are%20talking%20the%20same%20language%2C%20with%20the%20purpose%20to%20help%20promote%20a%20better%20understanding%20of%20issues%20facing%20our%20lives%2C%20thereby%20stimulating%20wise%20and%20timely%20action%20to%20save%20what%20belongs%20to%20us%20all.%22%2C%22date%22%3A%222014%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.1016%5C%2Fj.sbspro.2014.08.288%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.sciencedirect.com%5C%2Fscience%5C%2Farticle%5C%2Fpii%5C%2FS1877042814050010%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%221877-0428%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-06-09T06%3A08%3A00Z%22%7D%7D%2C%7B%22key%22%3A%228PWWA6GN%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Lewenstein%22%2C%22parsedDate%22%3A%222022%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BLewenstein%2C%20Bruce.%20%26%23x201C%3BWhat%20Is%20%26%23×2018%3B%26%23x201C%3BScience%20Communication%26%23x201D%3B%26%23×2019%3B%3F%26%23x201D%3B%20%26lt%3Bi%26gt%3BJournal%20of%20Science%20Communication%26lt%3B%5C%2Fi%26gt%3B%2021%2C%20no.%207%20%282022%29%3A%20C02.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-DOIURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.22323%5C%2F2.21070302%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.22323%5C%2F2.21070302%26lt%3B%5C%2Fa%26gt%3B.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3D8PWWA6GN%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22What%20is%20%5Cu2018%5Cu2018science%20communication%5Cu2019%5Cu2019%3F%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Bruce%22%2C%22lastName%22%3A%22Lewenstein%22%7D%5D%2C%22abstractNote%22%3A%22The%20field%20of%20science%20communication%20goes%20by%20many%20names.%20This%20commentary%20explores%20the%20tensions%20between%20plain%20%5Cu2018%5Cu2018science%20communication%5Cu2019%5Cu2019%20and%20the%20more%20specific%20%5Cu2018%5Cu2018public%20communication%20of%20science%20and%20technology%5Cu2019%5Cu2019.%20The%20commentary%20argues%20that%20science%20communication%20is%20not%20just%20one%20thing%20%5Cu2014%20and%20that%5Cu2019s%20okay.%22%2C%22date%22%3A%222022%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.22323%5C%2F2.21070302%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fjcom.sissa.it%5C%2Farticle%5C%2Fpubid%5C%2FJCOM_2107_2022_C02%5C%2F%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%221824-2049%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-09-11T19%3A06%3A28Z%22%7D%7D%2C%7B%22key%22%3A%22ZW9VTQXX%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Lewenstein%20and%20Baram-Tsabari%22%2C%22parsedDate%22%3A%222022%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BLewenstein%2C%20Bruce%20V.%2C%20and%20Ayelet%20Baram-Tsabari.%20%26%23x201C%3BHow%20Should%20We%20Organize%20Science%20Communication%20Trainings%20to%20Achieve%20Competencies%3F%26%23x201D%3B%20%26lt%3Bi%26gt%3BInternational%20Journal%20of%20Science%20Education%2C%20Part%20B%26lt%3B%5C%2Fi%26gt%3B%2012%2C%20no.%204%20%282022%29%3A%20289%26%23×2013%3B308.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-DOIURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1080%5C%2F21548455.2022.2136985%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1080%5C%2F21548455.2022.2136985%26lt%3B%5C%2Fa%26gt%3B.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3DZW9VTQXX%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22How%20should%20we%20organize%20science%20communication%20trainings%20to%20achieve%20competencies%3F%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Bruce%20V.%22%2C%22lastName%22%3A%22Lewenstein%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Ayelet%22%2C%22lastName%22%3A%22Baram-Tsabari%22%7D%5D%2C%22abstractNote%22%3A%22To%20advance%20science%20communication%20training%2C%20we%20use%20learning%20theory%20to%20build%20on%20an%20earlier%20effort%20to%20create%20a%20comprehensive%20list%20of%20topics%20for%20learning%20science%20communication.%20We%20identify%20threshold%20concepts%20that%20can%20help%20learners%20move%20through%20the%20community%20of%20practice%20of%20science%20communication.%20We%20organize%20the%20topics%20as%20essential%20or%20advanced%2C%20and%20specify%20their%20relevance%20to%20occasional%2C%20active%2C%20and%20professional%20science%20communicators.%20We%20understand%20learning%20progressions%20as%20a%20way%20to%20structure%20movement%20within%20a%20community%20of%20practice%2C%20especially%20the%20development%20of%20stronger%20identity%20as%20a%20science%20communicator.%20We%20believe%20this%20approach%20can%20lead%20to%20development%20of%20formal%20learning%20progressions%20for%20structuring%20science%20communication%20training.%20Our%20goal%20is%20to%20help%20move%20science%20communication%20training%20from%20an%20opportunistic%20activity%20drawing%20on%20the%20particular%20interests%20and%20skills%20of%20individual%20trainers%20to%20a%20more%20systematic%20enterprise.%22%2C%22date%22%3A%222022%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.1080%5C%2F21548455.2022.2136985%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.tandfonline.com%5C%2Fdoi%5C%2Ffull%5C%2F10.1080%5C%2F21548455.2022.2136985%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%222154-8455%2C%202154-8463%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-06-12T07%3A20%3A06Z%22%7D%7D%2C%7B%22key%22%3A%22ACQ7XEK7%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Llorente%20and%20Revuelta%22%2C%22parsedDate%22%3A%222023%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BLlorente%2C%20Carolina%2C%20and%20Gema%20Revuelta.%20%26%23x201C%3BModels%20of%20Teaching%20Science%20Communication.%26%23x201D%3B%20%26lt%3Bi%26gt%3BSustainability%26lt%3B%5C%2Fi%26gt%3B%2015%2C%20no.%206%20%282023%29%3A%205172.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-DOIURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.3390%5C%2Fsu15065172%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.3390%5C%2Fsu15065172%26lt%3B%5C%2Fa%26gt%3B.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3DACQ7XEK7%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Models%20of%20Teaching%20Science%20Communication%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Carolina%22%2C%22lastName%22%3A%22Llorente%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Gema%22%2C%22lastName%22%3A%22Revuelta%22%7D%5D%2C%22abstractNote%22%3A%22Changes%20in%20the%20communication%20ecosystem%20have%20generated%20profound%20transformations%20in%20current%20science%20communication.%20In%20the%20same%20way%2C%20the%20coexistence%20of%20diverse%20actors%20with%20different%20objectives%20and%20professional%20standards%20also%20raises%20new%20ethical%20dilemmas.%20The%20main%20objective%20of%20this%20research%20was%20to%20identify%20existing%20models%20of%20teaching%20science%20communication%20to%20scientists%20and%20professional%20communicators%20worldwide.%20To%20this%20end%2C%20we%20conducted%2026%20semi-structured%20interviews%20with%20science%20communication%20teachers%20from%2015%20different%20countries.%20From%20these%20interviews%2C%20we%20identified%20three%20models%20of%20teaching%20science%20communication%20to%20scientists%3A%20%28A%29%20the%20practical%20model%2C%20where%20skills%20such%20as%20writing%2C%20public%20speaking%2C%20etc.%2C%20are%20taught%3B%20%28B%29%20the%20reflective%20model%20that%20teaches%20theory%20and%20the%20history%20of%20science%20communication%20to%20enable%20researchers%20to%20understand%20the%20relationship%20between%20science%20and%20society%3B%20and%20%28C%29%20the%20disruptive%20model%2C%20where%20traditional%20roles%20of%20scientific%20knowledge%20production%20as%20well%20as%20relationships%20and%20power%20roles%20in%20science%20are%20challenged.%20On%20the%20other%20hand%2C%20we%20have%20identified%20two%20models%20for%20professional%20science%20communicators%3A%20%28A%29%20the%20professional%20model%2C%20which%20is%20subdivided%20into%20two%20different%20approaches%5Cu2014theoretical%20%28historical%20review%2C%20understanding%20of%20the%20science%5Cu2013society%20relationships%2C%20etc.%29%20and%20skill-based%20%28writing%2C%20audiovisual%2C%20etc.%29%20that%20coexist%20in%20teaching%20programs%5Cu2014and%20%28B%29%20the%20research%20model%2C%20where%20tools%2C%20concepts%2C%20and%20methodologies%20for%20science%20communication%20research%20are%20taught.%22%2C%22date%22%3A%222023%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.3390%5C%2Fsu15065172%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.mdpi.com%5C%2F2071-1050%5C%2F15%5C%2F6%5C%2F5172%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%222071-1050%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-06-12T07%3A24%3A56Z%22%7D%7D%2C%7B%22key%22%3A%22D78HM7SV%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Longley%20Arthur%20and%20Hearn%22%2C%22parsedDate%22%3A%222021%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BLongley%20Arthur%2C%20Paul%2C%20and%20Lydia%20Hearn.%20%26%23x201C%3BToward%20Open%20Research%3A%20A%20Narrative%20Review%20of%20the%20Challenges%20and%20Opportunities%20for%20Open%20Humanities.%26%23x201D%3B%20%26lt%3Bi%26gt%3BJournal%20of%20Communication%26lt%3B%5C%2Fi%26gt%3B%2C%202021%2C%20jqab028.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-DOIURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1093%5C%2Fjoc%5C%2Fjqab028%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1093%5C%2Fjoc%5C%2Fjqab028%26lt%3B%5C%2Fa%26gt%3B.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3DD78HM7SV%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Toward%20Open%20Research%3A%20A%20Narrative%20Review%20of%20the%20Challenges%20and%20Opportunities%20for%20Open%20Humanities%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Paul%22%2C%22lastName%22%3A%22Longley%20Arthur%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Lydia%22%2C%22lastName%22%3A%22Hearn%22%7D%5D%2C%22abstractNote%22%3A%22Open%20research%20represents%20a%20new%20set%20of%20principles%20and%20methodologies%20for%20greater%20cooperation%2C%20transparent%20sharing%20of%20findings%2C%20and%20access%20to%20and%20re-use%20of%20research%20data%2C%20materials%20or%20outputs%2C%20making%20knowledge%20more%20freely%20available%20to%20wider%20audiences%20for%20societal%20benefit.%20Yet%2C%20the%20future%20success%20of%20the%20international%20move%20toward%20open%20research%20will%20be%20dependent%20on%20key%20stakeholders%20addressing%20current%20barriers%20to%20increase%20uptake%2C%20effectiveness%2C%20and%20sustainability.%20This%20article%20builds%20on%20%5Cu201cAn%20Agenda%20for%20Open%20Science%20in%20Communication%2C%5Cu201d%20raising%20dialog%20around%20the%20need%20for%20a%20broader%20view%20of%20open%20research%20as%20opposed%20to%20open%20science%20through%20a%20deeper%20understanding%20of%20specific%20challenges%20faced%20by%20the%20humanities.%20It%20reviews%20how%20the%20multifaceted%20nature%20of%20humanities%20research%20outputs%20make%20open%20communication%20formats%20more%20complex%20and%20costly.%20While%20new%20avenues%20are%20emerging%20to%20advance%20open%20research%2C%20there%20is%20a%20need%20for%20more%20collaborative%2C%20coordinated%20efforts%20to%20better%20connect%20humanities%20scholars%20with%20the%20communities%20they%20serve.%22%2C%22date%22%3A%222021%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.1093%5C%2Fjoc%5C%2Fjqab028%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Facademic.oup.com%5C%2Fjoc%5C%2Fadvance-article%5C%2Fdoi%5C%2F10.1093%5C%2Fjoc%5C%2Fjqab028%5C%2F6372230%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%220021-9916%2C%201460-2466%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-04-25T22%3A33%3A59Z%22%7D%7D%2C%7B%22key%22%3A%22ICMVPA7S%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22McMartin%20et%20al.%22%2C%22parsedDate%22%3A%222024%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BMcMartin%2C%20Jack%2C%20Luc%20van%20Doorslaer%2C%20Elisa%20Nelissen%2C%20Micha%26%23xEB%3Bl%20Opgenhaffen%2C%20and%20Verstappen.%20%26%23x201C%3BThe%20Circulation%20of%20Science%20News%20in%20the%20%28Post-%29COVID-19%20Era.%26%23x201D%3B%20Pagina.%20Faculteit%20Letteren%2C%202024.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-ItemURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fwww.arts.kuleuven.be%5C%2Fvertaalwetenschap%5C%2Fenglish%5C%2Finterdisciplinary-projects%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fwww.arts.kuleuven.be%5C%2Fvertaalwetenschap%5C%2Fenglish%5C%2Finterdisciplinary-projects%26lt%3B%5C%2Fa%26gt%3B.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3DICMVPA7S%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22webpage%22%2C%22title%22%3A%22The%20circulation%20of%20science%20news%20in%20the%20%28post-%29COVID-19%20era%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Jack%22%2C%22lastName%22%3A%22McMartin%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Luc%22%2C%22lastName%22%3A%22van%20Doorslaer%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Elisa%22%2C%22lastName%22%3A%22Nelissen%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Micha%5Cu00ebl%22%2C%22lastName%22%3A%22Opgenhaffen%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22%22%2C%22lastName%22%3A%22Verstappen%22%7D%5D%2C%22abstractNote%22%3A%22Research%20project%20at%20KU%20Leven%20in%20Belgium%3A%5Cn%5Cn%26quot%3BScientific%20knowledge%20undergoes%20various%20transformations%20in%20the%20course%20of%20traveling%20from%20the%20lab%20to%20the%20media%20to%20the%20news%20consumer.%20The%20COVID-19%20pandemic%20has%20highlighted%20the%20importance%20of%20sound%20science%20news%2C%20as%20the%20world%20urgently%20sought%20information%20on%20the%20virus%2C%20its%20spread%2C%20and%20possible%20treatments.%20Amidst%20the%20global%20crisis%2C%20the%20need%20for%20a%20better%20understanding%20of%20the%20complex%20processes%20behind%20the%20circulation%20of%20science%20news%20was%20brought%20to%20the%20forefront.%5Cn%5CnOur%20research%20%282021-2025%29%20investigates%20the%20journey%20of%20science%20news%20from%20the%20lab%20to%20newspapers%2C%20and%20ultimately%20to%20news%20consumers.%20We%20focus%20on%20the%20transformation%20of%20information%20through%20translation%2C%20either%20from%20one%20language%20to%20another%20or%20within%20the%20same%20language%2C%20and%20remediation%20from%20one%20media%20platform%20to%20another.%26quot%3B%22%2C%22date%22%3A%222024%22%2C%22DOI%22%3A%22%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.arts.kuleuven.be%5C%2Fvertaalwetenschap%5C%2Fenglish%5C%2Finterdisciplinary-projects%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222025-12-03T02%3A46%3A25Z%22%7D%7D%2C%7B%22key%22%3A%223RBHEP55%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22National%20Academies%20of%20Sciences%2C%20Engineering%2C%20and%20Medicine%22%2C%22parsedDate%22%3A%222017%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BNational%20Academies%20of%20Sciences%2C%20Engineering%2C%20and%20Medicine.%20%26lt%3Bi%26gt%3BCommunicating%20Science%20Effectively%3A%20A%20Research%20Agenda%26lt%3B%5C%2Fi%26gt%3B.%20Washington%2C%20DC%3A%20The%20National%20Academies%20Press%2C%202017.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3D3RBHEP55%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22book%22%2C%22title%22%3A%22Communicating%20science%20effectively%3A%20A%20research%20agenda%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22name%22%3A%22National%20Academies%20of%20Sciences%2C%20Engineering%2C%20and%20Medicine%22%7D%5D%2C%22abstractNote%22%3A%22Science%20and%20technology%20are%20embedded%20in%20virtually%20every%20aspect%20of%20modern%20life.%20As%20a%20result%2C%20people%20face%20an%20increasing%20need%20to%20integrate%20information%20from%20science%20with%20their%20personal%20values%20and%20other%20considerations%20as%20they%20make%20important%20life%20decisions%20about%20medical%20care%2C%20the%20safety%20of%20foods%2C%20what%20to%20do%20about%20climate%20change%2C%20and%20many%20other%20issues.%20Communicating%20science%20effectively%2C%20however%2C%20is%20a%20complex%20task%20and%20an%20acquired%20skill.%20Moreover%2C%20the%20approaches%20to%20communicating%20science%20that%20will%20be%20most%20effective%20for%20specific%20audiences%20and%20circumstances%20are%20not%20obvious.%20Fortunately%2C%20there%20is%20an%20expanding%20science%20base%20from%20diverse%20disciplines%20that%20can%20support%20science%20communicators%20in%20making%20these%20determinations.%5Cn%5CnCommunicating%20Science%20Effectively%20offers%20a%20research%20agenda%20for%20science%20communicators%20and%20researchers%20seeking%20to%20apply%20this%20research%20and%20fill%20gaps%20in%20knowledge%20about%20how%20to%20communicate%20effectively%20about%20science%2C%20focusing%20in%20particular%20on%20issues%20that%20are%20contentious%20in%20the%20public%20sphere.%20To%20inform%20this%20research%20agenda%2C%20this%20publication%20identifies%20important%20influences%5Cu2014psychological%2C%20economic%2C%20political%2C%20social%2C%20cultural%2C%20and%20media-related%5Cu2014on%20how%20science%20related%20to%20such%20issues%20is%20understood%2C%20perceived%2C%20and%20used.%5Cn%5CnUsing%20science%20to%20improve%20science%20communication%20–%20The%20complexities%20of%20communicating%20science%20–%20The%20nature%20of%20science-related%20public%20controversies%20–%20Communicating%20science%20in%20a%20complex%2C%20competitive%20communication%20environment%20–%20Building%20the%20knowledge%20base%20for%20effective%20science%20communication%20–%20References%20–%20Appendix%20A%3A%20Agendas%20of%20public%20meetings%20–%20Appendix%20B%3A%20Biographical%20sketches%20of%20Committee%20members%20and%20staff%22%2C%22date%22%3A%222017%22%2C%22originalDate%22%3A%22%22%2C%22originalPublisher%22%3A%22%22%2C%22originalPlace%22%3A%22%22%2C%22format%22%3A%22%22%2C%22ISBN%22%3A%22978-0-309-45102-4%22%2C%22DOI%22%3A%22%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22%22%2C%22ISSN%22%3A%22%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-06-09T05%3A33%3A28Z%22%7D%7D%2C%7B%22key%22%3A%22GUVGMBRN%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Nerghes%20et%20al.%22%2C%22parsedDate%22%3A%222022%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BNerghes%2C%20Adina%2C%20Bob%20Mulder%2C%20and%20Ju-Sung%20Lee.%20%26%23x201C%3BDissemination%20or%20Participation%3F%20Exploring%20Scientists%26%23×2019%3B%20Definitions%20and%20Science%20Communication%20Goals%20in%20the%20Netherlands.%26%23x201D%3B%20%26lt%3Bi%26gt%3BPLOS%20ONE%26lt%3B%5C%2Fi%26gt%3B%2017%2C%20no.%2012%20%282022%29%3A%20e0277677.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-DOIURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1371%5C%2Fjournal.pone.0277677%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1371%5C%2Fjournal.pone.0277677%26lt%3B%5C%2Fa%26gt%3B.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3DGUVGMBRN%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Dissemination%20or%20participation%3F%20Exploring%20scientists%5Cu2019%20definitions%20and%20science%20communication%20goals%20in%20the%20Netherlands%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Adina%22%2C%22lastName%22%3A%22Nerghes%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Bob%22%2C%22lastName%22%3A%22Mulder%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Ju-Sung%22%2C%22lastName%22%3A%22Lee%22%7D%5D%2C%22abstractNote%22%3A%22The%20field%20of%20science%20communication%20has%20grown%20considerably%20over%20the%20past%20decade%2C%20and%20so%20have%20the%20number%20of%20scientific%20writings%20on%20what%20science%20communication%20is%20and%20how%20it%20should%20be%20practiced.%20The%20multitude%20of%20theoretisations%20and%20models%20has%20led%20to%20a%20lack%20of%20clarity%20in%20defining%20science%20communication%2C%20and%20to%20a%20highly%20popularised%5Cu2014and%20theorised%5Cu2014rhetorical%20shift%20from%20deficit%20to%20dialogue%20and%20participation.%20With%20this%20study%2C%20we%20aim%20to%20remediate%20the%20absence%20of%20research%20into%20what%20science%20communication%20is%2C%20for%20scientists%20themselves.%20We%20also%20investigate%20whether%20the%20transition%20towards%20dialogue%20and%20participation%20is%20reflected%20in%20the%20goals%20scientists%20identify%20as%20important%20to%20their%20science%20communication%20efforts%2C%20both%20in%20a%20general%20and%20a%20social%20media%20context.%20For%20this%2C%20we%20analyse%20survey%20data%20collected%20from%20scientists%20in%20the%20Netherlands%20using%20thematic%20qualitative%20analysis%20and%20statistical%20analysis.%20Our%20results%20reveal%20six%20main%20dimensions%20of%20science%20communication%20as%20defined%20by%20our%20respondents.%20The%20584%20definitions%20we%20analyse%20demonstrate%20a%20focus%20on%20a%20one-way%20process%20of%20transmission%20and%20translation%20of%20scientific%20results%20and%20their%20impacts%20towards%20a%20lay%20audience%2C%20via%20mostly%20traditional%20media%20channels%2C%20with%20the%20goals%20of%20making%20science%20more%20accessible%2C%20of%20educating%20audiences%2C%20and%20of%20raising%20awareness%20about%20science.%20In%20terms%20of%20the%20goals%20identified%20as%20most%20important%20by%20scientists%20in%20the%20Netherlands%2C%20we%20find%20goals%20aligned%20with%20the%20deficit%20and%20dialogue%20models%20of%20science%20communication%20to%20be%20the%20most%20important.%20Overall%2C%20our%20findings%20suggest%20we%20should%20be%20cautious%20in%20the%20face%20of%20recent%20claims%20that%20we%20live%20in%20a%20new%20era%20of%20dialogue%2C%20transparency%2C%20and%20participation%20in%20the%20realm%20of%20science%20communication.%22%2C%22date%22%3A%222022%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.1371%5C%2Fjournal.pone.0277677%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.ncbi.nlm.nih.gov%5C%2Fpmc%5C%2Farticles%5C%2FPMC9714866%5C%2F%22%2C%22PMID%22%3A%2236454886%22%2C%22PMCID%22%3A%22PMC9714866%22%2C%22ISSN%22%3A%221932-6203%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-06-09T05%3A53%3A57Z%22%7D%7D%2C%7B%22key%22%3A%22PRLBAC43%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Newman%22%2C%22parsedDate%22%3A%222020%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BNewman%2C%20Todd%20P.%2C%20ed.%20%26lt%3Bi%26gt%3BTheory%20and%20Best%20Practices%20in%20Science%20Communication%20Training%26lt%3B%5C%2Fi%26gt%3B.%20First%20published%202020.%20Routledge%20Studies%20in%20Environmental%20Communication%20and%20Media.%20London%20New%20York%3A%20Routledge%20earthscan%2C%202020.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3DPRLBAC43%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22book%22%2C%22title%22%3A%22Theory%20and%20best%20practices%20in%20science%20communication%20training%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Todd%20P.%22%2C%22lastName%22%3A%22Newman%22%7D%5D%2C%22abstractNote%22%3A%22This%20edited%20volume%20reports%20on%20the%20growing%20body%20of%20research%20in%20science%20communication%20training%2C%20and%20identifies%20best%20practices%20for%20communication%20training%20programs%20around%20the%20world.%5Cn%5CnTheory%20and%20Best%20Practices%20in%20Science%20Communication%20Training%20provides%20a%20critical%20overview%20of%20the%20emerging%20field%20of%20by%20analyzing%20the%20role%20of%20communication%20training%20in%20supporting%20scientists%5Cu2019%20communication%20and%20engagement%20goals%2C%20including%20scientists%5Cu2019%20motivations%20to%20engage%20in%20training%2C%20the%20design%20of%20training%20programs%2C%20methods%20for%20evaluation%2C%20and%20frameworks%20to%20support%20the%20role%20of%20communication%20training%20in%20helping%20scientists%20reach%20their%20communication%20and%20engagement%20goals.%20This%20volume%20reflects%20the%20growth%20of%20the%20field%20and%20provides%20direction%20for%20developing%20future%20researcher-practitioner%20collaborations.%5Cn%5CnWith%20contributions%20from%20researchers%20and%20practitioners%20from%20around%20the%20world%2C%20this%20book%20will%20be%20of%20great%20interest%20to%20students%2C%20scholars%20and%2C%20professionals%20within%20this%20emerging%20field.%22%2C%22date%22%3A%222020%22%2C%22originalDate%22%3A%22%22%2C%22originalPublisher%22%3A%22%22%2C%22originalPlace%22%3A%22%22%2C%22format%22%3A%22%22%2C%22ISBN%22%3A%22978-0-367-78527-7%22%2C%22DOI%22%3A%22%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22%22%2C%22ISSN%22%3A%22%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222025-12-03T02%3A48%3A25Z%22%7D%7D%2C%7B%22key%22%3A%22UFUE25AA%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Ngumbi%22%2C%22parsedDate%22%3A%222019%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BNgumbi%2C%20Esther.%20%26%23x201C%3BHow%20to%20Become%20a%20Scientist%20Communicator.%26%23x201D%3B%20%26lt%3Bi%26gt%3BScientific%20American%20Blog%20Network%26lt%3B%5C%2Fi%26gt%3B%20%28blog%29%2C%202019.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-ItemURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fblogs.scientificamerican.com%5C%2Fobservations%5C%2Fhow-to-become-a-scientist-communicator%5C%2F%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fblogs.scientificamerican.com%5C%2Fobservations%5C%2Fhow-to-become-a-scientist-communicator%5C%2F%26lt%3B%5C%2Fa%26gt%3B.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3DUFUE25AA%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22blogPost%22%2C%22title%22%3A%22How%20to%20Become%20a%20Scientist%20Communicator%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Esther%22%2C%22lastName%22%3A%22Ngumbi%22%7D%5D%2C%22abstractNote%22%3A%22Opportunities%20are%20everywhere%2C%20and%20training%20opens%20the%20way%22%2C%22blogTitle%22%3A%22Scientific%20American%20Blog%20Network%22%2C%22date%22%3A%222019%22%2C%22DOI%22%3A%22%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fblogs.scientificamerican.com%5C%2Fobservations%5C%2Fhow-to-become-a-scientist-communicator%5C%2F%22%2C%22ISSN%22%3A%22%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222023-09-04T03%3A29%3A55Z%22%7D%7D%2C%7B%22key%22%3A%22PLN7VHAY%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22NIH%20%28National%20Institutes%20of%20Health%29%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BNIH%20%28National%20Institutes%20of%20Health%29.%20%26%23x201C%3BCareers%20in%20Science%20Writing%20%26%23×2013%3B%20Informational%20Handout%2C%26%23x201D%3B%20n.%20d.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-ItemURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fwww.training.nih.gov%5C%2F_assets%5C%2Fhandout__science_writing%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fwww.training.nih.gov%5C%2F_assets%5C%2Fhandout__science_writing%26lt%3B%5C%2Fa%26gt%3B.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3DPLN7VHAY%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22report%22%2C%22title%22%3A%22Careers%20in%20Science%20Writing%20%5Cu2013%20Informational%20Handout%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22name%22%3A%22NIH%20%28National%20Institutes%20of%20Health%29%22%7D%5D%2C%22abstractNote%22%3A%22Links%20to%20organizations%2C%20sites%2C%20and%20resources%20related%20to%20science%20writing%20careers.%22%2C%22reportNumber%22%3A%22%22%2C%22reportType%22%3A%22%22%2C%22institution%22%3A%22%22%2C%22date%22%3A%22n.%20d.%22%2C%22DOI%22%3A%22%22%2C%22ISBN%22%3A%22%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.training.nih.gov%5C%2F_assets%5C%2Fhandout__science_writing%22%2C%22ISSN%22%3A%22%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222025-12-03T02%3A48%3A31Z%22%7D%7D%2C%7B%22key%22%3A%22YUBEDMJN%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Office%20of%20Science%20and%20Technology%20and%20the%20Wellcome%20Trust%22%2C%22parsedDate%22%3A%222000%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BOffice%20of%20Science%20and%20Technology%20and%20the%20Wellcome%20Trust.%20%26%23x201C%3BScience%20and%20the%20Public%3A%20A%20Review%20of%20Science%20Communication%20and%20Public%20Attitudes%20to%20Science%20in%20Britain%20–%20a%20Joint%20Report%20by%20the%20Office%20of%20Science%20and%20Technology%20and%20the%20Wellcome%20Trust.%26%23x201D%3B%20London%3A%20Office%20of%20Science%20and%20Technology%2C%20Great%20Britain%20%5C%2F%20Wellcome%20Trust%2C%202000.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-ItemURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fwellcomecollection.org%5C%2Fworks%5C%2Fgqk2wxw6%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fwellcomecollection.org%5C%2Fworks%5C%2Fgqk2wxw6%26lt%3B%5C%2Fa%26gt%3B.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3DYUBEDMJN%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22report%22%2C%22title%22%3A%22Science%20and%20the%20public%3A%20A%20review%20of%20science%20communication%20and%20public%20attitudes%20to%20science%20in%20Britain%20–%20a%20joint%20report%20by%20the%20Office%20of%20Science%20and%20Technology%20and%20the%20Wellcome%20Trust%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22name%22%3A%22Office%20of%20Science%20and%20Technology%20and%20the%20Wellcome%20Trust%22%7D%5D%2C%22abstractNote%22%3A%22Science%20and%20the%20public%20%3A%20a%20review%20of%20science%20communication%20and%20public%20attitudes%20to%20science%20in%20Britain%20%5C%2F%20a%20joint%20report%20by%20the%20Office%20of%20Science%20and%20Technology%20and%20the%20Wellcome%20Trust.%22%2C%22reportNumber%22%3A%22%22%2C%22reportType%22%3A%22%22%2C%22institution%22%3A%22Office%20of%20Science%20and%20Technology%2C%20Great%20Britain%20%5C%2F%20Wellcome%20Trust%22%2C%22date%22%3A%222000%22%2C%22DOI%22%3A%22%22%2C%22ISBN%22%3A%22%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwellcomecollection.org%5C%2Fworks%5C%2Fgqk2wxw6%22%2C%22ISSN%22%3A%22%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-06-09T06%3A14%3A14Z%22%7D%7D%2C%7B%22key%22%3A%22MT8VJ5S4%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Ren%20and%20Zhai%22%2C%22parsedDate%22%3A%222014%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BRen%2C%20Fujun%2C%20and%20Jiequan%20Zhai.%20%26%23x201C%3BHistory%20of%20Science%20%26amp%3B%20Technology%20Communication%20%26amp%3B%20Popularization.%26%23x201D%3B%20In%20%26lt%3Bi%26gt%3BCommunication%20and%20Popularization%20of%20Science%20and%20Technology%20in%20China%26lt%3B%5C%2Fi%26gt%3B%2C%20edited%20by%20Fujun%20Ren%20and%20Jiequan%20Zhai%2C%201%26%23×2013%3B33.%20Berlin%2C%20Heidelberg%3A%20Springer%2C%202014.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-ItemURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1007%5C%2F978-3-642-39561-1_1%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1007%5C%2F978-3-642-39561-1_1%26lt%3B%5C%2Fa%26gt%3B.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3DMT8VJ5S4%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22bookSection%22%2C%22title%22%3A%22History%20of%20Science%20%26%20Technology%20Communication%20%26%20Popularization%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Fujun%22%2C%22lastName%22%3A%22Ren%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Jiequan%22%2C%22lastName%22%3A%22Zhai%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Fujun%22%2C%22lastName%22%3A%22Ren%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Jiequan%22%2C%22lastName%22%3A%22Zhai%22%7D%5D%2C%22abstractNote%22%3A%22Science%20and%20technology%20communication%20and%20popularization%20emerged%20and%20developed%20with%20the%20evolution%20of%20science%20and%20technology.%20However%2C%20it%20did%20not%20become%20its%20own%20specialized%20branch%20of%20communication%20until%20the%20modern%20scientific%20era.%20In%20the%20nineteenth%20century%20science%20and%20technology%20communication%20and%20popularization%20began%20to%20receive%20special%20attention%20and%20to%20a%20certain%20extent%20became%20an%20independent%20field%2C%20then%20in%20the%20twentieth%20century%20it%20established%20its%20basic%20foundation.%20Pushed%20by%20society%20and%20modern%20communication%20technologies%2C%20science%20and%20technology%20communication%20and%20popularization%20entered%20into%20contemporary%20development%20phase%20in%20the%20latter%20half%20of%20the%20twentieth%20century.%20At%20the%20same%20time%2C%20it%20also%20encountered%20challenges%20due%20to%20the%20close%20relationship%20between%20science%20and%20the%20public.%20The%20theories%20and%20practices%20of%20science%20and%20technology%20communication%20and%20popularization%20were%20revolutionized%20in%20modern%20times.%22%2C%22bookTitle%22%3A%22Communication%20and%20Popularization%20of%20Science%20and%20Technology%20in%20China%22%2C%22date%22%3A%222014%22%2C%22originalDate%22%3A%22%22%2C%22originalPublisher%22%3A%22%22%2C%22originalPlace%22%3A%22%22%2C%22format%22%3A%22%22%2C%22ISBN%22%3A%22978-3-642-39561-1%22%2C%22DOI%22%3A%2210.1007%5C%2F978-3-642-39561-1_1%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1007%5C%2F978-3-642-39561-1_1%22%2C%22ISSN%22%3A%22%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222025-12-03T02%3A49%3A13Z%22%7D%7D%2C%7B%22key%22%3A%22T63MQ2RR%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Rowan%22%2C%22parsedDate%22%3A%221989%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BRowan%2C%20Katherine%20E.%20%26%23x201C%3BMoving%20beyond%20the%20%26lt%3Bi%26gt%3BWhat%26lt%3B%5C%2Fi%26gt%3B%20to%20the%20%26lt%3Bem%26gt%3BWhy%26lt%3B%5C%2FEm%26gt%3B%3A%20Differences%20in%20Professional%20and%20Popular%20Science%20Writing.%26%23x201D%3B%20%26lt%3Bi%26gt%3BJournal%20of%20Technical%20Writing%20and%20Communication%26lt%3B%5C%2Fi%26gt%3B%2019%2C%20no.%202%20%281989%29%3A%20161%26%23×2013%3B79.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-DOIURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.2190%5C%2F2V4E-G0XU-2K4P-UQH0%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.2190%5C%2F2V4E-G0XU-2K4P-UQH0%26lt%3B%5C%2Fa%26gt%3B.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3DT63MQ2RR%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Moving%20beyond%20the%20%3Ci%3EWhat%3C%5C%2Fi%3E%20to%20the%20%3Cem%3EWhy%3C%5C%2Fem%3E%3A%20Differences%20in%20Professional%20and%20Popular%20Science%20Writing%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Katherine%20E.%22%2C%22lastName%22%3A%22Rowan%22%7D%5D%2C%22abstractNote%22%3A%22This%20article%20argues%20that%20an%20understanding%20of%20professional%20and%20popular%20science%20writers%26%23039%3B%20goals%20provides%20a%20basis%20for%20both%20explaining%20and%20evaluating%20their%20language%20use.%20Rhetoricians%20fault%20scientists%20for%20unnecessarily%20stilted%20language%3B%20scientists%20fault%20popularists%20for%20inaccuracy%20and%20sensationalism.%20Although%20these%20charges%20are%20sometimes%20justified%2C%20they%20deflect%20attention%20from%20the%20obstacles%20writers%20face%20and%20the%20ways%20in%20which%20they%20use%20language%20to%20overcome%20these%20obstacles.%22%2C%22date%22%3A%221989%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.2190%5C%2F2V4E-G0XU-2K4P-UQH0%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fjournals.sagepub.com%5C%2Fdoi%5C%2F10.2190%5C%2F2V4E-G0XU-2K4P-UQH0%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%220047-2816%2C%201541-3780%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222025-12-03T02%3A49%3A20Z%22%7D%7D%2C%7B%22key%22%3A%22PI6XLPYC%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Rowland%20and%20Kuchel%22%2C%22parsedDate%22%3A%222023%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BRowland%2C%20Susan%2C%20and%20Louise%20Kuchel%2C%20eds.%20%26lt%3Bi%26gt%3BTeaching%20Science%20Students%20to%20Communicate%3A%20A%20Practical%20Guide%26lt%3B%5C%2Fi%26gt%3B.%20Cham%2C%20Switzerland%3A%20Springer%2C%202023.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3DPI6XLPYC%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22book%22%2C%22title%22%3A%22Teaching%20science%20students%20to%20communicate%3A%20a%20practical%20guide%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Susan%22%2C%22lastName%22%3A%22Rowland%22%7D%2C%7B%22creatorType%22%3A%22editor%22%2C%22firstName%22%3A%22Louise%22%2C%22lastName%22%3A%22Kuchel%22%7D%5D%2C%22abstractNote%22%3A%22%5BA%5Dddresses%20how%20to%20teach%20effective%20communication%20in%20science.%20The%20first%20part%20of%20the%20book%20provides%20accessible%20context%20and%20theory%20about%20communicating%20science%20well%2C%20and%20is%20written%20by%20experts.%20The%20second%20part%20focuses%20on%20the%20practice%20of%20teaching%20communication%20in%20science%2C%20with%20nuts%20and%20bolts%20lesson%20plans%20direct%20from%20the%20pens%20of%20practitioners.%20The%20book%20includes%20over%2050%20practice%20chapters%2C%20each%20focusing%20on%20one%20or%20more%20short%20teaching%20activities%20to%20target%20a%20specific%20aspect%20of%20communication%2C%20such%20as%20writing%2C%20speaking%20and%20listening.%20Implementing%20the%20activities%20is%20made%20easy%20with%20class%20run%20sheets%2C%20tips%20and%20tricks%20for%20instructors%2C%20signposts%20to%20related%20exercises%20and%20theory%20chapters%2C%20and%20further%20resources.%20Theory%20chapters%20help%20build%20instructor%20confidence%20and%20knowledge%20on%20the%20topic%20of%20communicating%20science.%20The%20teaching%20exercises%20can%20be%20used%20with%20science%20students%20at%20all%20levels%20of%20education%20in%20any%20discipline%20and%20curriculum%20the%20only%20limitation%20is%20a%20wish%20to%20learn%20to%20communicate%20better%21%20Targeted%20at%20science%20faculty%20members%2C%20this%20book%20aims%20to%20improve%20and%20enrich%20communication%20teaching%20within%20the%20science%20curriculum%2C%20so%20that%20science%20graduates%20can%20communicate%20better%20as%20professionals%20in%20their%20discipline%20and%20future%20workplace.%22%2C%22date%22%3A%222023%22%2C%22originalDate%22%3A%22%22%2C%22originalPublisher%22%3A%22%22%2C%22originalPlace%22%3A%22%22%2C%22format%22%3A%22%22%2C%22ISBN%22%3A%22978-3-030-91627-5%22%2C%22DOI%22%3A%22%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22%22%2C%22ISSN%22%3A%22%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-06-12T07%3A33%3A59Z%22%7D%7D%2C%7B%22key%22%3A%22257HKIKR%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Shivni%20et%20al.%22%2C%22parsedDate%22%3A%222021%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BShivni%2C%20Rashmi%2C%20Christina%20Cline%2C%20Morgan%20Newport%2C%20Shupei%20Yuan%2C%20and%20Heather%20E.%20Bergan-Roller.%20%26%23x201C%3BEstablishing%20a%20Baseline%20of%20Science%20Communication%20Skills%20in%20an%20Undergraduate%20Environmental%20Science%20Course.%26%23x201D%3B%20%26lt%3Bi%26gt%3BInternational%20Journal%20of%20STEM%20Education%26lt%3B%5C%2Fi%26gt%3B%208%2C%20no.%201%20%282021%29%3A%2047.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-ItemURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1186%5C%2Fs40594-021-00304-0%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1186%5C%2Fs40594-021-00304-0%26lt%3B%5C%2Fa%26gt%3B.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3D257HKIKR%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Establishing%20a%20baseline%20of%20science%20communication%20skills%20in%20an%20undergraduate%20environmental%20science%20course%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Rashmi%22%2C%22lastName%22%3A%22Shivni%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Christina%22%2C%22lastName%22%3A%22Cline%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Morgan%22%2C%22lastName%22%3A%22Newport%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Shupei%22%2C%22lastName%22%3A%22Yuan%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Heather%20E.%22%2C%22lastName%22%3A%22Bergan-Roller%22%7D%5D%2C%22abstractNote%22%3A%22Seminal%20reports%2C%20based%20on%20recommendations%20by%20educators%2C%20scientists%2C%20and%20in%20collaboration%20with%20students%2C%20have%20called%20for%20undergraduate%20curricula%20to%20engage%20students%20in%20some%20of%20the%20same%20practices%20as%20scientists%5Cu2014one%20of%20which%20is%20communicating%20science%20with%20a%20general%2C%20non-scientific%20audience%20%28SciComm%29.%20Unfortunately%2C%20very%20little%20research%20has%20focused%20on%20helping%20students%20develop%20these%20skills.%20An%20important%20early%20step%20in%20creating%20effective%20and%20efficient%20curricula%20is%20understanding%20what%20baseline%20skills%20students%20have%20prior%20to%20instruction.%20Here%2C%20we%20used%20the%20Essential%20Elements%20for%20Effective%20Science%20Communication%20%28EEES%29%20framework%20to%20survey%20the%20SciComm%20skills%20of%20students%20in%20an%20environmental%20science%20course%20in%20which%20they%20had%20little%20SciComm%20training.%22%2C%22date%22%3A%222021%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.1186%5C%2Fs40594-021-00304-0%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1186%5C%2Fs40594-021-00304-0%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%222196-7822%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-06-12T07%3A27%3A05Z%22%7D%7D%2C%7B%22key%22%3A%22RGMJLL3V%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Trang%20and%20Barbu%22%2C%22parsedDate%22%3A%222021%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BTrang%2C%20Brittany%2C%20and%20Brianna%20Barbu.%20%26%23x201C%3BThe%20Beginner%26%23×2019%3Bs%20Guide%20to%20a%20Career%20in%20Science%20Writing.%26%23x201D%3B%20Cell%20Mentor%2C%202021.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-ItemURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fcrosstalk.cell.com%5C%2Fblog%5C%2Fthe-beginners-guide-to-a-career-in-science-writing%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fcrosstalk.cell.com%5C%2Fblog%5C%2Fthe-beginners-guide-to-a-career-in-science-writing%26lt%3B%5C%2Fa%26gt%3B.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3DRGMJLL3V%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22webpage%22%2C%22title%22%3A%22The%20beginner%27s%20guide%20to%20a%20career%20in%20science%20writing%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Brittany%22%2C%22lastName%22%3A%22Trang%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Brianna%22%2C%22lastName%22%3A%22Barbu%22%7D%5D%2C%22abstractNote%22%3A%22Science%20writers%20Brittany%20Trang%20and%20Brianna%20Barbu%20walk%20you%20through%20the%20big%20questions%20you%26%23039%3Bll%20face%20when%20beginning%20your%20career%20in%20science%20communication.%22%2C%22date%22%3A%222021%22%2C%22DOI%22%3A%22%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fcrosstalk.cell.com%5C%2Fblog%5C%2Fthe-beginners-guide-to-a-career-in-science-writing%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222025-12-03T02%3A51%3A09Z%22%7D%7D%2C%7B%22key%22%3A%22P28YYRPD%22%2C%22library%22%3A%7B%22id%22%3A4855078%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Wood%22%2C%22parsedDate%22%3A%222023%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BWood%2C%20Matthew.%20%26%23x201C%3BScience%20Communication%20as%20Interdisciplinary%20Training.%26%23x201D%3B%20%26lt%3Bi%26gt%3BJournal%20of%20Science%20Communication%26lt%3B%5C%2Fi%26gt%3B%2022%2C%20no.%206%20%282023%29%3A%20Y01.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-DOIURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.22323%5C%2F2.22060401%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.22323%5C%2F2.22060401%26lt%3B%5C%2Fa%26gt%3B.%20%26lt%3Ba%20title%3D%26%23039%3BCite%20in%20RIS%20Format%26%23039%3B%20class%3D%26%23039%3Bzp-CiteRIS%26%23039%3B%20data-zp-cite%3D%26%23039%3Bapi_user_id%3D4855078%26amp%3Bitem_key%3DP28YYRPD%26%23039%3B%20href%3D%26%23039%3Bjavascript%3Avoid%280%29%3B%26%23039%3B%26gt%3BCite%26lt%3B%5C%2Fa%26gt%3B%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Science%20communication%20as%20interdisciplinary%20training%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Matthew%22%2C%22lastName%22%3A%22Wood%22%7D%5D%2C%22abstractNote%22%3A%22Science%20communication%20education%20has%20come%20a%20long%20way%20thanks%20in%20part%20to%20broad%20recognition%20of%20the%20importance%20of%20communication%20skills%20and%20the%20capacity%20for%20science%20communication%20courses%20to%20address%20that%20need.%20Similarly%2C%20the%20current%20rise%20in%20demand%20for%20interdisciplinary%20competencies%20offers%20new%20opportunities%20for%20the%22%2C%22date%22%3A%222023%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.22323%5C%2F2.22060401%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fjcom.sissa.it%5C%2Farticle%5C%2Fpubid%5C%2FJCOM_2206_2023_Y01%5C%2F%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%221824-2049%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-06-12T07%3A22%3A58Z%22%7D%7D%5D%7D
Balbin, Miguel. “What Does It Mean to Be a Science Communicator?” Animate Your Science, 2022. https://www.animateyour.science/post/what-does-it-mean-to-be-a-science-communicator. Cite
Baram-Tsabari, Ayelet, and Bruce V. Lewenstein. “Science Communication Training: What Are We Trying to Teach?” International Journal of Science Education, Part B 7, no. 3 (July 3, 2017): 285–300. https://doi.org/10.1080/21548455.2017.1303756. Cite
Besley, John C., and Andrea H. Tanner. “What Science Communication Scholars Think About Training Scientists to Communicate.” Science Communication 33, no. 2 (2011): 239–63. https://doi.org/10.1177/1075547010386972. Cite
Blum, Deborah, Mary Knudson, and Robin Marantz Henig, eds. A Field Guide for Science Writers. 2nd ed. Oxford [England] ; New York: Oxford University Press, 2006. Cite
Blum, Deborah, Mary Knudson, and Robin Marantz Henig, eds. “Writing Well About Science: Techniques From Teachers of Science Writing.” In A Field Guide for Science Writers. Oxford University Press, 2005. https://doi.org/10.1093/oso/9780195174991.003.0008. Cite
Brownell, Sara E., Jordan V. Price, and Steinman, Lawrence. “Science Communication to the General Public: Why We Need to Teach Undergraduate and Graduate Students This Skill as Part of Their Formal Scientific Training.” Journal of Undergraduate Neuroscience Education 12, no. 1 (2013): E1–10. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3852879/. Cite
Bucchi, Massimiano, and Brian Trench, eds. Routledge Handbook of Public Communication of Science and Technology. Second edition. London ; New York: Routledge, Taylor & Francis Group, 2014. Cite
Burns, T. W., D. J. O’Connor, and S. M. Stocklmayer. “Science Communication: A Contemporary Definition.” Public Understanding of Science 12, no. 2 (2003): 183–202. https://doi.org/10.1177/09636625030122004. Cite
Center for Advancement of Informal Science Education (CAISE). “Many Experts, Many Audiences: Public Engagement with Science – A CAISE Inquiry Group Report.” Washington, D.C.: Center for Advancement of Informal Science Education, 2009. https://informalscience.org/research/many-experts-many-audiences-public-engagement-science/. Cite
Christopherson, Elizabeth Good, Dietram A. Scheufele, and Brooke Smith. “The Civic Science Imperative.” Stanford Social Innovation Review 16 (2018): 46–52. https://doi.org/10.48558/6K46-1C68. Cite
Dienlin, Tobias, Niklas Johannes, Nicholas David Bowman, Philipp K Masur, Sven Engesser, Anna Sophie Kümpel, Josephine Lukito, et al. “An Agenda for Open Science in Communication.” Journal of Communication 71, no. 1 (February 11, 2021): 1–26. https://doi.org/10.1093/joc/jqz052. Cite
Dolenc, Sašo. “The Essence of Science Communication.” Sci-Highs (blog), 2023. https://sci-highs.com/essence-of-scicom/. Cite
Dudo, Anthony, John C. Besley, and Shupei Yuan. “Science Communication Training in North America: Preparing Whom to Do What With What Effect?” Science Communication 43, no. 1 (2021): 33–63. https://doi.org/10.1177/1075547020960138. Cite
Fähnrich, Birte, Clare Wilkinson, Emma Weitkamp, Laura Heintz, Andy Ridgway, and Elena Milani. “RETHINKING Science Communication Education and Training: Towards a Competence Model for Science Communication.” Frontiers in Communication 6 (2021). https://www.frontiersin.org/articles/10.3389/fcomm.2021.795198. Cite
Fischhoff, Baruch. “The Sciences of Science Communication.” Proceedings of the National Academy of Sciences 110, no. supplement_3 (2013): 14033–39. https://doi.org/10.1073/pnas.1213273110. Cite
Funk, Lee, and Cary Funk. “An Elaboration of AAAS Scientists’ Views.” Pew Research Center, 2015. https://www.pewresearch.org/science/2015/07/23/an-elaboration-of-aaas-scientists-views/. Cite
Funk, Cary, and Lee Rainie. “Public and Scientists’ Views on Science and Society.” Pew Research Center (blog), 2015. https://www.pewresearch.org/science/2015/01/29/public-and-scientists-views-on-science-and-society/. Cite
Gascoigne, Toss, Bernard Schiele, Joan Leach, Michelle Riedlinger, Bruce V. Lewenstein, Luisa Massarani, and Peter Broks, eds. Communicating Science: A Global Perspective. 1st ed. Canberra: ANU Press, 2020. https://doi.org/10.22459/CS.2020. Cite
Irion, Robert. “Science Communication: A Career Where PhDs Can Make a Difference.” Molecular Biology of the Cell 26, no. 4 (2017): 591–93. https://doi.org/10.1091/mbc.E14-03-0813. Cite
Jucan, Mihaela Sabina, and Cornel Nicolae Jucan. “The Power of Science Communication.” Procedia – Social and Behavioral Sciences, LUMEN 2014 – From Theory to Inquiry in Social Sciences, Iasi, Romania, 10-12 April 2014, 149 (2014): 461–66. https://doi.org/10.1016/j.sbspro.2014.08.288. Cite
Lewenstein, Bruce. “What Is ‘“Science Communication”’?” Journal of Science Communication 21, no. 7 (2022): C02. https://doi.org/10.22323/2.21070302. Cite
Lewenstein, Bruce V., and Ayelet Baram-Tsabari. “How Should We Organize Science Communication Trainings to Achieve Competencies?” International Journal of Science Education, Part B 12, no. 4 (2022): 289–308. https://doi.org/10.1080/21548455.2022.2136985. Cite
Llorente, Carolina, and Gema Revuelta. “Models of Teaching Science Communication.” Sustainability 15, no. 6 (2023): 5172. https://doi.org/10.3390/su15065172. Cite
Longley Arthur, Paul, and Lydia Hearn. “Toward Open Research: A Narrative Review of the Challenges and Opportunities for Open Humanities.” Journal of Communication, 2021, jqab028. https://doi.org/10.1093/joc/jqab028. Cite
McMartin, Jack, Luc van Doorslaer, Elisa Nelissen, Michaël Opgenhaffen, and Verstappen. “The Circulation of Science News in the (Post-)COVID-19 Era.” Pagina. Faculteit Letteren, 2024. https://www.arts.kuleuven.be/vertaalwetenschap/english/interdisciplinary-projects. Cite
National Academies of Sciences, Engineering, and Medicine. Communicating Science Effectively: A Research Agenda. Washington, DC: The National Academies Press, 2017. Cite
Nerghes, Adina, Bob Mulder, and Ju-Sung Lee. “Dissemination or Participation? Exploring Scientists’ Definitions and Science Communication Goals in the Netherlands.” PLOS ONE 17, no. 12 (2022): e0277677. https://doi.org/10.1371/journal.pone.0277677. Cite
Newman, Todd P., ed. Theory and Best Practices in Science Communication Training. First published 2020. Routledge Studies in Environmental Communication and Media. London New York: Routledge earthscan, 2020. Cite
Ngumbi, Esther. “How to Become a Scientist Communicator.” Scientific American Blog Network (blog), 2019. https://blogs.scientificamerican.com/observations/how-to-become-a-scientist-communicator/. Cite
NIH (National Institutes of Health). “Careers in Science Writing – Informational Handout,” n. d. https://www.training.nih.gov/_assets/handout__science_writing. Cite
Office of Science and Technology and the Wellcome Trust. “Science and the Public: A Review of Science Communication and Public Attitudes to Science in Britain — a Joint Report by the Office of Science and Technology and the Wellcome Trust.” London: Office of Science and Technology, Great Britain / Wellcome Trust, 2000. https://wellcomecollection.org/works/gqk2wxw6. Cite
Ren, Fujun, and Jiequan Zhai. “History of Science & Technology Communication & Popularization.” In Communication and Popularization of Science and Technology in China, edited by Fujun Ren and Jiequan Zhai, 1–33. Berlin, Heidelberg: Springer, 2014. https://doi.org/10.1007/978-3-642-39561-1_1. Cite
Rowan, Katherine E. “Moving beyond the What to the Why: Differences in Professional and Popular Science Writing.” Journal of Technical Writing and Communication 19, no. 2 (1989): 161–79. https://doi.org/10.2190/2V4E-G0XU-2K4P-UQH0. Cite
Rowland, Susan, and Louise Kuchel, eds. Teaching Science Students to Communicate: A Practical Guide. Cham, Switzerland: Springer, 2023. Cite
Shivni, Rashmi, Christina Cline, Morgan Newport, Shupei Yuan, and Heather E. Bergan-Roller. “Establishing a Baseline of Science Communication Skills in an Undergraduate Environmental Science Course.” International Journal of STEM Education 8, no. 1 (2021): 47. https://doi.org/10.1186/s40594-021-00304-0. Cite
Trang, Brittany, and Brianna Barbu. “The Beginner’s Guide to a Career in Science Writing.” Cell Mentor, 2021. https://crosstalk.cell.com/blog/the-beginners-guide-to-a-career-in-science-writing. Cite
Wood, Matthew. “Science Communication as Interdisciplinary Training.” Journal of Science Communication 22, no. 6 (2023): Y01. https://doi.org/10.22323/2.22060401. Cite