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.

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.

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.

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.

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.

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.

Interest in the possible role for comedy as a medium for communicating and engaging the public in science is growing. However, current research has so far been restricted to exploring whether the content of scientific knowledge is accurate and precise within comedy, and whether the public might be said to understand science better for having watched it. In this commentary, I suggest that this approach neglects the diversity with which scientific ideas and images are used in comedy, particularly when comedy is written without the explicit goal of communicating science. I present my current research on the American animated comedy South Park, which suggests a different story: science serves to expose the hypocrisy and self-interest that governs the town. I suggest that examples such as South Park might benefit the analysis of comedy and science, by seeking to explain the very presence of science in comedy and in doing so, explore the values attributed to science within popular culture.

This commentary considers the topics of humour and online settings. Both have received increasing attention amongst researchers and practitioners of science communication, and both raise numerous questions around the role of informality and enjoyment in the spread of information. However, online settings also provide a great range of data with which to address these questions. Here I suggest that close consideration of technical infrastructure plays an important role in this data collection. I shall do so using case studies drawn from two popular participatory websites, reddit and Facebook, which display contrasting attitudes towards using humour. I argue that these attitudes are partly products of the different tools provided by the pages for users to show appreciation, which affect the appearance of content on the websites. I also suggest that these tools allow users to appreciate jokes in multiple ways, and by extension might provide researchers with methods for assessing different forms of engagement.

While the use of scientific visualisations (such as brain scans) in popular science communication has been extensively studied, we argue for the importance of popular images (as demonstrated in various talks at #POPSCI2015), including pictures of everyday scenes of social life or references to pictures widely circulating in popular cultural contexts. We suggest that these images can be characterised in terms of a rhetorical theory of argumentation as working towards the production of evidentiality on the one hand, and as aiming to link science to familiar visualities on the other; our example is da Vinci's "Vitruvian Man".

Science, research and emerging technologies often play a key role in many modern action movies. In this contribution we suggest to use genre analysis of folk narratives as an innovative and useful tool for understanding science and technology in action movies. In this contribution we outline our approach using illustrative examples and detail how understanding action movies as modern fairy tales can benefit the study of science, research and technology in popular culture.