Filter by author: Rebecca Wells

Social media engagement is typically associated with actions such as sharing, liking, or commenting, and is often measured as such in quantitative analyses. This essay explores what is being captured through these methods by `unpacking' such engagement, arguing for a practice-oriented approach that takes into account the mundane ways in which non-scientists may encounter and use scientific content. We describe practice theory in the context of media production and use, before illustrating the approach with material from comments on Facebook posts produced by science-related sources. In showing the uses of science content in maintaining social bonds or performing particular identities (for instance), we argue that science communication research needs to study the wider contexts of how and why users encounter science online, and that the notion of social media practices can help us to do so.

European science communication project QUEST surveyed and reviewed different aspects of European science communication, including science journalism, teaching and training in science communication, social media activity, and science in museums. This article draws together themes that collectively emerge from this research to present an overview of key issues in science communication across Europe. We discuss four central dynamics — fragmentation within research and practice; a landscape in transition; the importance of format and context; and the dominance of critical and dialogic approaches as best practice — and illustrate these with empirical material from across our datasets. In closing we reflect upon the implications of this summary of European science communication.