Announcing a special edition of JCOM

Announcement date: 31 August 2024
Deadline for abstracts: 30 November 2024

Science in unexpected places: Practices and trends in informal science communication and engagement

This special issue is dedicated to exploring ‘informal science communication’, broadly defined as playful and meaningful science learning, communication or engagement that typically occurs in daily life within informal contexts.

Guest editors of this special issue

Fábio Ribeiro (University of Trás-os-Montes e Alto Douro – Portugal)
Email: fabior@utad.pt
Sónia Silva (Catholic University of Portugal)
Email: sonsilva@ucp.pt
Thaiane Moreira de Oliveira (Fluminense Federal University – Brazil)
Email: thaianeoliveira@id.uff.br

Background and guidelines

Historically, the public communication of science was controlled mainly by individuals located within universities and similar research institutions [Schäfer & Fähnrich, 2020], with the result that science was perceived as exclusive, elitist and inaccessible. Today, we increasingly value broad societal access to knowledge about new scientific advances. Recent developments have paved the way to a renewed vision that understands science communication as a broader phenomenon. Several global and regional health crises have highlighted the importance of constructive dialogue between science and society, as well as the challenges associated with public apathy or ignorance towards science and related challenges such as anti-science sentiments, distrust, and misinformation about science. society [Ruão & Silva, 2021].

Science communication scholars and practitioners are working towards increasing the efficacy and impact of efforts to advance public engagement with science and looking for novel ways to promote people's interest in the production, sharing and application of scientific knowledge [Jensen & Gerber, 2020; Stocklmayer & Rennie, 2017]. These science communication efforts are increasingly focused on ‘the general public’ (i.e. audiences who are not experts in science) but who are affected by the results of scientific activity [Bucchi, 2013], and with increasing calls to focus on world regions where public access to science remains constrained [Okoye et al.,2021].

It is important to consider informal (or non-formal) approaches to effectively engage audiences outside the science domain, leading to a growing interest in the concept of 'informal science communication' [Rowan, 2012]. Recent studies suggested a positive association between communication in informal spaces and a greater engagement and understanding of scientific concepts [Geiger et al., 2017; Hobs, 2015] and highlighted that people tend to be emotionally available to learn about science when the context of interaction is comfortable and stimulating [Rowan, 2012]. As such, informal contexts are more conducive to public participation in science and may help facilitate broader public participation. Informal contexts for science communication may include places such as libraries and museums, but these engagements can also spread to unexpected locations such as restaurants, bars, shopping centres, airports, cinemas, zoos and botanical gardens or take place in virtual spaces via social media platforms and online games [Bell et al., 2009; McCallie et al., 2009].

In this special issue, we want to delve into the potential and efficacy of public engagement of science in these unexpected places and (possibly) involving unexpected role players and novel approaches. Possible contributions to this special issue may include research articles, essays, or practice insights related to the following thematic areas:

- Advances and directions of science communication in informal contexts
- Technological environments and “new” informal contexts to communicate science
- Creative science communication strategies
- Public perceptions of and responses to encountering science in public spaces
- Experiences and motivations of researchers’ participation in novel science communication contexts

Key dates and timeline

31 August 2024: Announcement of call for papers
30 November 2024: Abstracts due
31 January 2025: Selection is made; authors informed
31 May 2025: Manuscripts due
31 July 2025: Peer review completed
30 September 2025: Revisions and resubmissions completed
December 2025: Special issue published

Procedure to participate

Please send an abstract of about 500 words to the guest editors of this special issue (listed above) by 30 November 2024. Your abstract should include:

- the angle on or definition of informal science communication, and the central aim of the proposed manuscript
- the context of and perspective that will be discussed
- the expected findings, recommendations, or conclusions.

Please indicate whether the proposed contribution is intended as a research article (typically 6,000 to 8,000 words), a practice insight (3,000 to 5,000 words), or an essay (3,500 to 4,500 words).

You are welcome to consult with the editors of this special issue about your article ideas and potential angles or approaches.

Invited manuscripts will be submitted directly via the JCOM submission system for peer review. As such, an invitation to submit a full manuscript does not guarantee publication as part of this special issue.

References

Bell, P., Lewenstein, B., Shouse, A. W., & Feder, M. A. (Eds.). (2009). Learning science in informal environments: People, places and pursuits. Washington, DC: The National Academies Press.

Bucchi, M. (2013). Style in science communication. Public Understanding of Science, 22(8), 904–915. https://doi.org/10.1177/0963662513498202 

Geiger, N., Swim, J., Fraser, J. & Flinner, K. (2017). Catalyzing Public Engagement with Climate Change Through Informal Science Learning Centers. Science Communication, 39(2), 221-249. https://doi.org/10.1177/1075547017697980

Hobs, L. (2015). Play-Based Science Learning Activities: Engaging Adults and Children with Informal Science Learning for Preschoolers. Science Communication, 37 (3), 405-414. https://doi.org/10.1177/1075547015574017

Jensen, A.E. & Gerber, A. (2020). Evidence-Based Science Communication. Frontiers in Communication, 4. https://doi.org/10.3389/fcomm.2019.00078

McCallie, E., Bell, L., Lohwater, T., Falk, J.H., Lehr, J.L., Lewenstein, B.V, Needham, C. & Wiehe, B. (2009). Many experts, many audiences: Public engagement with science and informal science education: A CAISE Inquiry Group Report. [Washington, DC]: Center for Advancement of Informal Science Education (CAISE).

Okoye, K., Nganji, J., Escamilla, J., Fung, J. & Hosseini, S. (2022). Impact of global government investment on education and research development: A comparative analysis and demystifying the science, technology, innovation, and education conundrum. Global Transitions, 4, 11 – 27. https://doi.org/10.1016/j.glt.2022.10.001

Rowan, K. (2012). Book review: National Research Council. (2009). Learning Science in Informal Environments: People, Places, and Pursuits. Committee on Learning Science in Informal Environments. Science Communication, 34(6), 820 – 822.

Ruão, T. & Silva, S. (2021). Strategic Science Communication: The “Flatten the Curve” Metaphor in COVID-19 Public Risk Messaging. In S. Balonas, T. Ruão & M. V. Carrillo (Eds.), Strategic Communication in Context: Theoretical Debates and Applied Research (pp. 175 – 211). Braga: UMinho Editora. https://doi.org/10.21814/uminho.ed.46.9

Schäfer, M. S., & Fähnrich, B. (2020). Communicating science in organisational contexts: Toward an "organisational turn" in science communication research. Journal of Communication Management, 24(3), 137 – 154.  https://doi.org/10.1108/JCOM-04-2020-0034

Stocklmayer, S.M., Rennie, L.J. (2017). The Attributes of Informal Science Education: A Science Communication Perspective. In: Patrick, P. (eds) Preparing Informal Science Educators. Springer. https://doi.org/10.1007/978-3-319-50398-1_26