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) | 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:
Writings about SciComm | Journals | Organizations | Conferences | Training Programs & Courses | History of SciComm | 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
items
1
chicago-fullnote-bibliography
0
author
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%3A%22zotpress-91861be583a2916d944015ae07678d62%22%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%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EBalbin%2C%20Miguel.%20%26%23x201C%3BWhat%20Does%20It%20Mean%20to%20Be%20a%20Science%20Communicator%3F%26%23x201D%3B%20Animate%20Your%20Science%2C%202022.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fwww.animateyour.science%5C%2Fpost%5C%2Fwhat-does-it-mean-to-be-a-science-communicator%27%3Ehttps%3A%5C%2F%5C%2Fwww.animateyour.science%5C%2Fpost%5C%2Fwhat-does-it-mean-to-be-a-science-communicator%3C%5C%2Fa%3E.%20%3Ca%20title%3D%27Cite%20in%20RIS%20Format%27%20class%3D%27zp-CiteRIS%27%20href%3D%27https%3A%5C%2F%5C%2Fcenter-humanities-communication.org%5C%2Fwp-content%5C%2Fplugins%5C%2Fzotpress%5C%2Flib%5C%2Frequest%5C%2Frequest.cite.php%3Fapi_user_id%3D4855078%26amp%3Bitem_key%3DVP4VCT2C%27%3ECite%3C%5C%2Fa%3E%20%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%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.%5Cn%3Chr%20%5C%2F%3E%22%2C%22date%22%3A%222022%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%222023-09-04T03%3A27%3A53Z%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%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EBesley%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%3Ci%3EScience%20Communication%3C%5C%2Fi%3E%2033%2C%20no.%202%20%282011%29%3A%20239%26%23×2013%3B63.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1177%5C%2F1075547010386972%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1177%5C%2F1075547010386972%3C%5C%2Fa%3E.%20%3Ca%20title%3D%27Cite%20in%20RIS%20Format%27%20class%3D%27zp-CiteRIS%27%20href%3D%27https%3A%5C%2F%5C%2Fcenter-humanities-communication.org%5C%2Fwp-content%5C%2Fplugins%5C%2Fzotpress%5C%2Flib%5C%2Frequest%5C%2Frequest.cite.php%3Fapi_user_id%3D4855078%26amp%3Bitem_key%3D7CYRMGVJ%27%3ECite%3C%5C%2Fa%3E%20%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%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.%5Cn%3Chr%20%5C%2F%3E%22%2C%22date%22%3A%222011%22%2C%22language%22%3A%22en%22%2C%22DOI%22%3A%2210.1177%5C%2F1075547010386972%22%2C%22ISSN%22%3A%221075-5470%2C%201552-8545%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fjournals.sagepub.com%5C%2Fdoi%5C%2F10.1177%5C%2F1075547010386972%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222023-05-29T07%3A36%3A23Z%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%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EBlum%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%3Ci%3EA%20Field%20Guide%20for%20Science%20Writers%3C%5C%2Fi%3E.%20Oxford%20University%20Press%2C%202005.%20https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1093%5C%2Foso%5C%2F9780195174991.003.0008.%20%3Ca%20title%3D%27Cite%20in%20RIS%20Format%27%20class%3D%27zp-CiteRIS%27%20href%3D%27https%3A%5C%2F%5C%2Fcenter-humanities-communication.org%5C%2Fwp-content%5C%2Fplugins%5C%2Fzotpress%5C%2Flib%5C%2Frequest%5C%2Frequest.cite.php%3Fapi_user_id%3D4855078%26amp%3Bitem_key%3DPTPGI4XU%27%3ECite%3C%5C%2Fa%3E%20%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%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%27t%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%27s%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%27s%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%27t%20overuse%20them.%207.%20In%20fact%2C%20don%27t%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.%5Cn%3Chr%20%5C%2F%3E%22%2C%22bookTitle%22%3A%22A%20Field%20Guide%20for%20Science%20Writers%22%2C%22date%22%3A%222005%22%2C%22language%22%3A%22en%22%2C%22ISBN%22%3A%22978-0-19-517499-1%20978-0-19-756223-9%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Facademic.oup.com%5C%2Fbook%5C%2F40781%5C%2Fchapter%5C%2F348709458%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222023-05-29T07%3A36%3A28Z%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%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EBlum%2C%20Deborah%2C%20Mary%20Knudson%2C%20and%20Robin%20Marantz%20Henig%2C%20eds.%20%3Ci%3EA%20Field%20Guide%20for%20Science%20Writers%3C%5C%2Fi%3E.%202nd%20ed.%20Oxford%20%5BEngland%5D%26%23x202F%3B%3B%20New%20York%3A%20Oxford%20University%20Press%2C%202006.%20%3Ca%20title%3D%27Cite%20in%20RIS%20Format%27%20class%3D%27zp-CiteRIS%27%20href%3D%27https%3A%5C%2F%5C%2Fcenter-humanities-communication.org%5C%2Fwp-content%5C%2Fplugins%5C%2Fzotpress%5C%2Flib%5C%2Frequest%5C%2Frequest.cite.php%3Fapi_user_id%3D4855078%26amp%3Bitem_key%3DJF7KDBZ9%27%3ECite%3C%5C%2Fa%3E%20%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%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%27s%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%27s%20where%20science%20writers%20come%20in.%20And%20that%27s%20why%20it%27s%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.%5Cn%3Chr%20%5C%2F%3E%22%2C%22date%22%3A%222006%22%2C%22language%22%3A%22en%22%2C%22ISBN%22%3A%22978-0-19-517498-4%20978-0-19-517499-1%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222023-05-29T07%3A36%3A32Z%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%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EBucchi%2C%20Massimiano%2C%20and%20Brian%20Trench%2C%20eds.%20%3Ci%3ERoutledge%20Handbook%20of%20Public%20Communication%20of%20Science%20and%20Technology%3C%5C%2Fi%3E.%20Second%20edition.%20London%26%23x202F%3B%3B%20New%20York%3A%20Routledge%2C%20Taylor%20%26amp%3B%20Francis%20Group%2C%202014.%20%3Ca%20title%3D%27Cite%20in%20RIS%20Format%27%20class%3D%27zp-CiteRIS%27%20href%3D%27https%3A%5C%2F%5C%2Fcenter-humanities-communication.org%5C%2Fwp-content%5C%2Fplugins%5C%2Fzotpress%5C%2Flib%5C%2Frequest%5C%2Frequest.cite.php%3Fapi_user_id%3D4855078%26amp%3Bitem_key%3DG2HXDP8Y%27%3ECite%3C%5C%2Fa%3E%20%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%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.%5Cn%3Chr%20%5C%2F%3E%22%2C%22date%22%3A%222014%22%2C%22language%22%3A%22en%22%2C%22ISBN%22%3A%22978-0-415-83461-2%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222023-05-29T07%3A36%3A41Z%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%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EDudo%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%3Ci%3EScience%20Communication%3C%5C%2Fi%3E%2043%2C%20no.%201%20%282021%29%3A%2033%26%23×2013%3B63.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1177%5C%2F1075547020960138%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1177%5C%2F1075547020960138%3C%5C%2Fa%3E.%20%3Ca%20title%3D%27Cite%20in%20RIS%20Format%27%20class%3D%27zp-CiteRIS%27%20href%3D%27https%3A%5C%2F%5C%2Fcenter-humanities-communication.org%5C%2Fwp-content%5C%2Fplugins%5C%2Fzotpress%5C%2Flib%5C%2Frequest%5C%2Frequest.cite.php%3Fapi_user_id%3D4855078%26amp%3Bitem_key%3D72C7XXTC%27%3ECite%3C%5C%2Fa%3E%20%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%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%22language%22%3A%22en%22%2C%22DOI%22%3A%2210.1177%5C%2F1075547020960138%22%2C%22ISSN%22%3A%221075-5470%2C%201552-8545%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fjournals.sagepub.com%5C%2Fdoi%5C%2F10.1177%5C%2F1075547020960138%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%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EF%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%3Ci%3EFrontiers%20in%20Communication%3C%5C%2Fi%3E%206%20%282021%29.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fwww.frontiersin.org%5C%2Farticles%5C%2F10.3389%5C%2Ffcomm.2021.795198%27%3Ehttps%3A%5C%2F%5C%2Fwww.frontiersin.org%5C%2Farticles%5C%2F10.3389%5C%2Ffcomm.2021.795198%3C%5C%2Fa%3E.%20%3Ca%20title%3D%27Cite%20in%20RIS%20Format%27%20class%3D%27zp-CiteRIS%27%20href%3D%27https%3A%5C%2F%5C%2Fcenter-humanities-communication.org%5C%2Fwp-content%5C%2Fplugins%5C%2Fzotpress%5C%2Flib%5C%2Frequest%5C%2Frequest.cite.php%3Fapi_user_id%3D4855078%26amp%3Bitem_key%3DP6KDPSVP%27%3ECite%3C%5C%2Fa%3E%20%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%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%22language%22%3A%22en%22%2C%22DOI%22%3A%22%22%2C%22ISSN%22%3A%222297-900X%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.frontiersin.org%5C%2Farticles%5C%2F10.3389%5C%2Ffcomm.2021.795198%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222023-09-04T03%3A32%3A47Z%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%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ENewman%2C%20Todd%20P.%2C%20ed.%20%3Ci%3ETheory%20and%20Best%20Practices%20in%20Science%20Communication%20Training%3C%5C%2Fi%3E.%20First%20published%202020.%20Routledge%20Studies%20in%20Environmental%20Communication%20and%20Media.%20London%20New%20York%3A%20Routledge%20earthscan%2C%202020.%20%3Ca%20title%3D%27Cite%20in%20RIS%20Format%27%20class%3D%27zp-CiteRIS%27%20href%3D%27https%3A%5C%2F%5C%2Fcenter-humanities-communication.org%5C%2Fwp-content%5C%2Fplugins%5C%2Fzotpress%5C%2Flib%5C%2Frequest%5C%2Frequest.cite.php%3Fapi_user_id%3D4855078%26amp%3Bitem_key%3DPRLBAC43%27%3ECite%3C%5C%2Fa%3E%20%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%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.%5Cn%3Chr%20%5C%2F%3E%22%2C%22date%22%3A%222020%22%2C%22language%22%3A%22en%22%2C%22ISBN%22%3A%22978-0-367-78527-7%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222023-07-29T06%3A54%3A37Z%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%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ENgumbi%2C%20Esther.%20%26%23x201C%3BHow%20to%20Become%20a%20Scientist%20Communicator.%26%23x201D%3B%20%3Ci%3EScientific%20American%20Blog%20Network%3C%5C%2Fi%3E%20%28blog%29%2C%202019.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fblogs.scientificamerican.com%5C%2Fobservations%5C%2Fhow-to-become-a-scientist-communicator%5C%2F%27%3Ehttps%3A%5C%2F%5C%2Fblogs.scientificamerican.com%5C%2Fobservations%5C%2Fhow-to-become-a-scientist-communicator%5C%2F%3C%5C%2Fa%3E.%20%3Ca%20title%3D%27Cite%20in%20RIS%20Format%27%20class%3D%27zp-CiteRIS%27%20href%3D%27https%3A%5C%2F%5C%2Fcenter-humanities-communication.org%5C%2Fwp-content%5C%2Fplugins%5C%2Fzotpress%5C%2Flib%5C%2Frequest%5C%2Frequest.cite.php%3Fapi_user_id%3D4855078%26amp%3Bitem_key%3DUFUE25AA%27%3ECite%3C%5C%2Fa%3E%20%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%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%22url%22%3A%22https%3A%5C%2F%5C%2Fblogs.scientificamerican.com%5C%2Fobservations%5C%2Fhow-to-become-a-scientist-communicator%5C%2F%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%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ENIH%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%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fwww.training.nih.gov%5C%2F_assets%5C%2Fhandout__science_writing%27%3Ehttps%3A%5C%2F%5C%2Fwww.training.nih.gov%5C%2F_assets%5C%2Fhandout__science_writing%3C%5C%2Fa%3E.%20%3Ca%20title%3D%27Cite%20in%20RIS%20Format%27%20class%3D%27zp-CiteRIS%27%20href%3D%27https%3A%5C%2F%5C%2Fcenter-humanities-communication.org%5C%2Fwp-content%5C%2Fplugins%5C%2Fzotpress%5C%2Flib%5C%2Frequest%5C%2Frequest.cite.php%3Fapi_user_id%3D4855078%26amp%3Bitem_key%3DPLN7VHAY%27%3ECite%3C%5C%2Fa%3E%20%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%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.%5Cn%3Chr%20%5C%2F%3E%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%22language%22%3A%22en%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.training.nih.gov%5C%2F_assets%5C%2Fhandout__science_writing%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222023-05-29T07%3A37%3A59Z%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%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ERen%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%3Ci%3ECommunication%20and%20Popularization%20of%20Science%20and%20Technology%20in%20China%3C%5C%2Fi%3E%2C%20edited%20by%20Fujun%20Ren%20and%20Jiequan%20Zhai%2C%201%26%23×2013%3B33.%20Berlin%2C%20Heidelberg%3A%20Springer%2C%202014.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1007%5C%2F978-3-642-39561-1_1%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1007%5C%2F978-3-642-39561-1_1%3C%5C%2Fa%3E.%20%3Ca%20title%3D%27Cite%20in%20RIS%20Format%27%20class%3D%27zp-CiteRIS%27%20href%3D%27https%3A%5C%2F%5C%2Fcenter-humanities-communication.org%5C%2Fwp-content%5C%2Fplugins%5C%2Fzotpress%5C%2Flib%5C%2Frequest%5C%2Frequest.cite.php%3Fapi_user_id%3D4855078%26amp%3Bitem_key%3DMT8VJ5S4%27%3ECite%3C%5C%2Fa%3E%20%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%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.%5Cn%3Chr%20%5C%2F%3E%22%2C%22bookTitle%22%3A%22Communication%20and%20Popularization%20of%20Science%20and%20Technology%20in%20China%22%2C%22date%22%3A%222014%22%2C%22language%22%3A%22en%22%2C%22ISBN%22%3A%22978-3-642-39561-1%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1007%5C%2F978-3-642-39561-1_1%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222023-09-04T03%3A09%3A39Z%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%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ERowan%2C%20Katherine%20E.%20%26%23x201C%3BMoving%20beyond%20the%20%3Ci%3EWhat%3C%5C%2Fi%3E%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%3Ci%3EJournal%20of%20Technical%20Writing%20and%20Communication%3C%5C%2Fi%3E%2019%2C%20no.%202%20%281989%29%3A%20161%26%23×2013%3B79.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.2190%5C%2F2V4E-G0XU-2K4P-UQH0%27%3Ehttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.2190%5C%2F2V4E-G0XU-2K4P-UQH0%3C%5C%2Fa%3E.%20%3Ca%20title%3D%27Cite%20in%20RIS%20Format%27%20class%3D%27zp-CiteRIS%27%20href%3D%27https%3A%5C%2F%5C%2Fcenter-humanities-communication.org%5C%2Fwp-content%5C%2Fplugins%5C%2Fzotpress%5C%2Flib%5C%2Frequest%5C%2Frequest.cite.php%3Fapi_user_id%3D4855078%26amp%3Bitem_key%3DT63MQ2RR%27%3ECite%3C%5C%2Fa%3E%20%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%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%27%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.%5Cn%3Chr%20%5C%2F%3E%22%2C%22date%22%3A%221989%22%2C%22language%22%3A%22en%22%2C%22DOI%22%3A%2210.2190%5C%2F2V4E-G0XU-2K4P-UQH0%22%2C%22ISSN%22%3A%220047-2816%2C%201541-3780%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%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222023-05-31T00%3A16%3A40Z%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%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ETrang%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%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fcrosstalk.cell.com%5C%2Fblog%5C%2Fthe-beginners-guide-to-a-career-in-science-writing%27%3Ehttps%3A%5C%2F%5C%2Fcrosstalk.cell.com%5C%2Fblog%5C%2Fthe-beginners-guide-to-a-career-in-science-writing%3C%5C%2Fa%3E.%20%3Ca%20title%3D%27Cite%20in%20RIS%20Format%27%20class%3D%27zp-CiteRIS%27%20href%3D%27https%3A%5C%2F%5C%2Fcenter-humanities-communication.org%5C%2Fwp-content%5C%2Fplugins%5C%2Fzotpress%5C%2Flib%5C%2Frequest%5C%2Frequest.cite.php%3Fapi_user_id%3D4855078%26amp%3Bitem_key%3DRGMJLL3V%27%3ECite%3C%5C%2Fa%3E%20%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%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%27ll%20face%20when%20beginning%20your%20career%20in%20science%20communication.%5Cn%3Chr%20%5C%2F%3E%22%2C%22date%22%3A%222021%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%222023-05-29T07%3A38%3A27Z%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
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. “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
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
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
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
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
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 <em>Why</Em>: 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
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
