Practising Science Communication in the Information Age
Theorising Professional Practices
Published on 2. October 2008
Book
Paperback/Softback
262 pages
978-0-19-955267-2 (ISBN)
Description
What is the impact of open access on science communication? How can scientists effectively engage and interact with the public? What role can science communication have when scientific controversies arise?
Practising science communication in the information age is a collection of newly-commissioned chapters by leading scholars and practitioners of science communication. It considers how scientists communicate with each other as part of their professional practice, critically evaluating how this forms the basis of the documenting of scientific knowledge, and investigating how open access publication and open review are influencing current practices. It also explores how science communication can play a crucial role when science is disputed, investigating the role of expertise in the formation of scientific controversy and consensus.
The volume provides a theoretically informed review of contemporary trends and issues that are engaging practitioners of science communication, focusing on issues such as the norms and conventions governing the practices of science communication, and how scientists communicate between disciplines. Other topics that receive critical treatment include: peer review, open access publication, the protection of intellectual property, the formation of scientific controversy and consensus, the popularisation of science, and the practices of public engagement.
A companion volume, Investigating science communication in the information age, provides an ideal introduction to anyone wishing to study contemporary science communication.
Practising science communication in the information age is a collection of newly-commissioned chapters by leading scholars and practitioners of science communication. It considers how scientists communicate with each other as part of their professional practice, critically evaluating how this forms the basis of the documenting of scientific knowledge, and investigating how open access publication and open review are influencing current practices. It also explores how science communication can play a crucial role when science is disputed, investigating the role of expertise in the formation of scientific controversy and consensus.
The volume provides a theoretically informed review of contemporary trends and issues that are engaging practitioners of science communication, focusing on issues such as the norms and conventions governing the practices of science communication, and how scientists communicate between disciplines. Other topics that receive critical treatment include: peer review, open access publication, the protection of intellectual property, the formation of scientific controversy and consensus, the popularisation of science, and the practices of public engagement.
A companion volume, Investigating science communication in the information age, provides an ideal introduction to anyone wishing to study contemporary science communication.
Reviews / Votes
Definitely worth reading to learn about the philosophy and models that lie behind science communication. * The Higher Education Academy Physical Sciences Centre * A valuable and much-needed resource. * Professor David Gooding, Science Studies Centre, University of Bath * Presents a wide-ranging analysis of the nature and importance of communication for maintaining the community of scientists as a community in its own right, and as a community intinmately connected with society as a whole... For me, the two chapters that deal with the importance of books, alone, make this a must-have volume for those interested in science communication today. * Steven Miller, Professor of Science Communication and Planetary Science, University College London * Provides a rich set of contributions on how digital technologies are helping to transform our understanding of science communication. It is packed with insightful analyses - all in all, a most stimulating read. * Michael Reiss, professor of Science Education and the Institute of Education, University of London *More details
Series
Language
English
Place of publication
Oxford
United Kingdom
Target group
Professional and scholarly
Illustrations
15 line & 5 half-tone illustrations
Dimensions
Height: 244 mm
Width: 170 mm
Thickness: 14 mm
Weight
458 gr
ISBN-13
978-0-19-955267-2 (9780199552672)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Richard Holliman is Senior Lecturer in Science Communication at the Open University (OU), UK and production course team chair of Communicating Science in the Information Age. After completing a PhD investigating the representation of contemporary scientific research in television and newspapers in the Department of Sociology at the OU, in 2000 he moved across the campus to the Faculty of Science. Since that time he has worked on a number of undergraduate and postgraduate course teams, producing mixed media materials that address the interface between science and society. He is a member of the Centre for Research in Education and Educational Technology and is currently leading (with colleagues) the ISOTOPE (Informing Science Outreach and Public Engagement) and (In)visible Witnesses research project teams.
Jeff Thomas is a senior lecturer within the Department of Biological Sciences at the Open University. He has worked at the OU all his professional life, contributing to a wide range of teaching initiatives in biology and in health sciences, and more recently to a range of projects concerned with contemporary science issues and on the relationships between science and different publics, at both undergraduate and Masters level. His research interests are concerned with the influence of contemporary science controversies on public attitude, on conceptual problems of learning biological science, and in public involvement in science-based policy-making. He also teaches part-time for Birkbeck College, University of London on its Diploma in Science Communication.
Sam Smidt is a senior lecturer based in the Department of Physics and Astronomy at the Open University, and Programme Director of the MSc in Science. She has interests in physics education and outreach work in promoting science to the public.
Eileen Scanlon is Professor of Educational Technology and co-Director of the Centre for Research in Education and Educational Technology at the Open University. She is also Visiting Professor in the Moray House School of Education at the University of Edinburgh.
Elizabeth Whitelegg is Senior Lecturer in Science Education working in the Science Faculty at the Open University (OU), and Award Director for Science Short Courses. She recently produced (with Professor Patricia Murphy) a review of the research literature on the participation of girls in physics, for the Institute of Physics. Her main research interest is in girls' and women's participation in science and in learning science (particularly physics) at all levels; she is currently leading (with colleagues) the (In)visible Witnesses project. In 2003 she was invited to become a Fellow of the Institute of Physics.
Jeff Thomas is a senior lecturer within the Department of Biological Sciences at the Open University. He has worked at the OU all his professional life, contributing to a wide range of teaching initiatives in biology and in health sciences, and more recently to a range of projects concerned with contemporary science issues and on the relationships between science and different publics, at both undergraduate and Masters level. His research interests are concerned with the influence of contemporary science controversies on public attitude, on conceptual problems of learning biological science, and in public involvement in science-based policy-making. He also teaches part-time for Birkbeck College, University of London on its Diploma in Science Communication.
Sam Smidt is a senior lecturer based in the Department of Physics and Astronomy at the Open University, and Programme Director of the MSc in Science. She has interests in physics education and outreach work in promoting science to the public.
Eileen Scanlon is Professor of Educational Technology and co-Director of the Centre for Research in Education and Educational Technology at the Open University. She is also Visiting Professor in the Moray House School of Education at the University of Edinburgh.
Elizabeth Whitelegg is Senior Lecturer in Science Education working in the Science Faculty at the Open University (OU), and Award Director for Science Short Courses. She recently produced (with Professor Patricia Murphy) a review of the research literature on the participation of girls in physics, for the Institute of Physics. Her main research interest is in girls' and women's participation in science and in learning science (particularly physics) at all levels; she is currently leading (with colleagues) the (In)visible Witnesses project. In 2003 she was invited to become a Fellow of the Institute of Physics.
Editor
Senior Lecturer in Science Communication, Open University
Senior Lecturer, Department of Biological Sciences, Open University
Senior Lecturer, Department of Physics and Astronomy and Programme Director of MSc in Science, Open University
Professor of Educational Technology and co-Director of the Centre for Research in Education and Educational Technology, Open University
Senior Lecturer in Science Education, Open University
Content
SECTION 1 - COMMUNICATING POST-ACADEMIC SCIENCE ; 1.1 Scientists communicating ; 1.2 Ethical codes and scientific norms: the role of communicating in maintaining the social contract for science ; 1.3 Patents and the dissemination of scientific knowledge ; SECTION 2 - DEVELOPING TRENDS IN SCIENTISTS' COMMUNICATING ; 2.1 Science communication across disciplines ; 2.2 Communicating physics in the information age ; SECTION 3 - ACCESSING CONTEMPORARY SCIENCE ; 3.1 Science and the online world: realities and issues for discussion for discussion ; 3.2 From print to online: developments in access to scientific information ; SECTION 4 - CONSENSUS AND CONTROVERSY ; 4.1 Peer review in science journals: past, present and future ; 4.2 Controversy and consensus ; SECTION 5 - POPULARIZING SCIENCE ; 5.1 Where do books fit in the information age? ; 5.2 Science communication in fiction ; 5.3 Speaking to the world: Radio and other audio ; SECTION 6 - PRACTISING PUBLIC ENGAGEMENT ; 6.1 The development of Our Dynamic Earth ; 6.2 Engaging through dialogue: international experiences of Cafe Scientifique