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• Date of publication Jun 22, 2016 Category: Commentary

  How training can fix the existential crisis in science journalism

  by Andy Ridgway

  Science Journalism has been through a huge transition period in the past two decades as digital outlets compete with print media ― and that transition is continuing. It's left many science journalists unsure of their place in this new ecosystem and unsure of how best to use the new tools they have been presented with, such as social media. Now is an important time for training in this sector to ensure that journalists ― and the publications they work for ― can find their place again. There is also a real need for training for new writers ― to bridge the gap between their degree and their first job as a journalist.

  Volume 15 • Issue 04 • 2016

• Date of publication Jun 22, 2016 Category: Commentary

  Continuing professional development in the largest scientific laboratory in the world: perspectives and needs for a science communicator @ CERN

  by Paola Catapano

  A short outline of the evolution of communications at CERN since 1993 and the parallel growth of the need both for professional communications and, at the same time, the need for training in more and more complex competencies for the new profession.

  Volume 15 • Issue 04 • 2016

• Date of publication Jun 22, 2016 Category: Commentary

  The Cheshire explainer. Musings about the training of explainers

  by Antonio Gomes da Costa

  The profession of explainer is still pretty much undefined and underrated and the training of explainers is many times deemed to be a luxury. In the following pages we make the argument that three main factors contribute to this state of affairs and, at the same time, we try to show why the training of explainers should really be at the core of any science communication institution. These factors are: an erroneous perception of what a proper scientific training means for explainers; a lack of clear definition of the aptitudes and role of explainers required by institutions that are evolving and diversifying their missions; and an organizational model based on top-down practices of management and activity development which underappreciates the potential of the personnel working directly with the public.

  Volume 15 • Issue 04 • 2016

• Date of publication Jun 22, 2016 Category: Commentary

  Developing narrative exhibitions and science centres. Training needs of exhibition designers

  by Peter Higgins

  In respect of the different modes of science communication including journalism, radio, online, I would propose that the process of making exhibitions and centres dedicated to science & technology is one of the hardest creative typologies. It also provides a very different type of engagement to other modes, in that it works in real time and space with real tangible objects and responsive media. The power of the real is also extended through the direct and collective involvement of people, providing a refreshing antidote to the potential alienating nature of social media and the ever-growing obsession with the virtual. In this paper I will discuss the skills required by a designer in order to solve the challenges contained within the client brief (the project document provided by the client), and therefore the skills a proper exhibition designer training programme should deliver.

  Volume 15 • Issue 04 • 2016

• Date of publication Jun 22, 2016 Category: Commentary

  "Bird of another feather": re-envisioning professional development for museum learning experts

  by Maria Xanthoudaki

  The article draws on the case study of the European In-service training course ‘School and Science Museum: Cooperation for Improving Teaching, Learning and Discovering’ aiming to offer insights into the training of educators in museums. It discusses training and contributes suggestions in the context of the contemporary museum context as well as approaches to visitors' learning.

  Volume 15 • Issue 04 • 2016

• Date of publication Jun 22, 2016 Category: Commentary

  Continuing professional development: evolution, complexity and variety in science communication training needs

  by Paola Rodari

  This commentary seeks to spark further discussion on the continuing professional development in science communication, presenting comments from practitioners who were asked to reflect on the competences and skills their profession requires, and to envisage what kind of training might provide them. This introduction presents some common issues that emerge within the comments: the necessity to face rapidly evolving professional landscapes, to answer to new missions and roles, to consider the growing impact and potential of new technologies. Alternative training methods are also discussed.

  How training can fix the existential crisis in science journalism

  by Andy Ridgway

  "Bird of another feather": re-envisioning professional development for museum learning experts

  by Maria Xanthoudaki

  Developing narrative exhibitions and science centres. Training needs of exhibition designers

  by Peter Higgins

  Talk on the wide side: professional development for wildlife and science filmmakers

  by Louis Nadelson and Ru Mahoney

  The Cheshire explainer. Musings about the training of explainers

  by Antonio Gomes da Costa

  Continuing professional development in the largest scientific laboratory in the world: perspectives and needs for a science communicator @ CERN

  by Paola Catapano

  Volume 15 • Issue 04 • 2016

• Date of publication Jun 09, 2016 Category: Article

  "We muddle our way through": shared and distributed expertise in digital engagement with research

  by Ann Grand , Richard Holliman , Trevor Collins , Anne Adams

  The use and availability of digital media is changing researchers' roles and simultaneously providing a route for a more engaging relationship with stakeholders throughout the research process. Although the digital realm has a profound influence on people's day-to-day lives, some researchers have not yet professionally embraced digital technologies. This paper arises from one aspect of a project exploring how university research and professional practices are evolving as researchers engage with stakeholders via digital media to create, share and represent knowledge together. Using researchers from the Open University (U.K.) as a case study, this paper reviews the extent to which they are developing multiple identities and functions in their engaged research through digital media.

  Volume 15 • Issue 04 • 2016

• Date of publication Mar 17, 2016 Category: Editorial

  Telling stories about our research

  by Emma Weitkamp

  The academic journal paper has been around for several hundred years and during that time has seen shifts in style and structure. This editorial explores the traditional research paper and considers whether thinking about the research paper as a story, provides insights into style and structure that would make research both more transparent and more readable.

  Volume 15 • Issue 02 • 2016

• Date of publication Dec 15, 2015 Category: Editorial

  Short training courses in science communication. Why? To whom? What?

  by Paola Rodari , Emma Weitkamp

  The design, delivery and evaluation of JCOM Masterclasses has given us the opportunity to reflect on the audiences, training needs and training schemes available to people working at different levels and in different contexts to communicate STEM subjects to a diverse variety of people. Although not always widely available, short courses in the communication of science have been offered in a number of countries around the world over the past few years. We felt it is now time to open a discussion on the rationale, the methods and the objectives of such training programmes.

  Volume 14 • Issue 04 • 2015