Citizen Science (CS) can help change the paradigm of science communication. To test this, 38 ongoing CS projects from Italy, Portugal and Spain have been selected by the H2020 NEWSERA project to act as pilots in the development of communication strategies, specifically targeting stakeholders in the quadruple helix. The projects, together with stakeholder representatives and science communication and journalism professionals participated in a series of workshops — #CitSciComm Labs — where communication strategies were co-designed, using adapted design-thinking methods. The innovative methodological approach is hereby presented and can be an inspiration for others willing to implement improved communication strategies to target different stakeholders.

The invitation to ReThink science engagement is irresistible and timely. And that rethinking will be informed by the location in which its done. While ‘speaking for’ wide swaths of the world, in this case, Australia and its region, would be meaningless and probably not terribly useful, the call to ReThink science engagement with this place in mind is encouraging and welcome. The following commentary, then, will focus on what rethinking science engagement might look like from Australia with the guiding frame of “responsible science communication” at hand and some of the core concepts of ReThink at the fore — reflection, co-creation, and openness in science engagement. To add a counterpoint to the ReThink projects core concepts, I briefly suggest some further concepts to ‘trouble’ easy interpretations of approaches to science communication — reflexivity, co-production, and science communication for the public good. Taken together, all of these concepts provide a useful frame for some of the major issues and opportunities for science communication in our region but also highlight the tensions in current approaches to science engagement. These tensions are worth struggling over and unpacking in relation to global differences and aims for science engagement.

Practitioners of responsible science communication in Latin American countries face context-dependent challenges ranging from high poverty and inequality to a public from an extremely varied palette of cultural backgrounds. Effort has been done in the region to foster a coherent community of science communicators. This article reflects on the history of science communication in Latin America and how these challenges are being faced.

Public Engagement with Science calls for scientists to think more reflexively about their research, and how assumptions, power and contexts influence associated communication. To interrogate this, we utilised design to stimulate reflexive thinking about science communication through a residential ‘Engagement Incubator’ that took the form of a pop-up cardboard laundromat. Participants reported an increased appreciation for, and insight into, PES theory, and its relevance to their work. In addition, our experience of enacting PES theory, and reflexive thematic analysis of data collected through the process, deepened our own understanding of PES and reinforced our appreciation of engagement as reproductive, and inherently circular work.

Science communication is at the heart of many of the challenges our societies face today. At the same time, on-going changes in the relationship between science and society and the digitalisation of society can make science communication itself into a complex challenge. How can science communication adapt to an ever-changing landscape and take on new roles? In this issue we explore the potential of ‘responsible science communication’ to support and develop meaningful, open and trustworthy relationships between science and society. We present a selection of papers that review three crucial dimensions of ‘responsible science communication: reflexivity, inclusivity and co-creation’. Integrating theory and practice, this issue advocates that researchers and practitioners should be mindful of these dimensions to create meaningful conversations about science and our future.

The 5th Luosuo River Science Education Forum was held online from December 7 to 8, 2021, with the theme “Education for Ecological Civilization: Post-2020 Biodiversity Education and Communication”. The Forum assembled stakeholders to discuss four aspects of the topic: biodiversity conservation with Chinese characteristics, biodiversity education theory, biodiversity education practice, and biodiversity communication innovation, to promote “global vision and local action” in mainstreaming biodiversity conservation.

The Programme for International Student Assessment (PISA) ranks Mexico in one of the last places in science performance [OECD, 2019]. This has been a concern for some local science communication groups (SCGs) in small and medium-sized cities, whose mission is to fill this disparity by performing science communication (SciCom) activities. The SCGs were contacted via a survey to collect information about their dynamics and public reach. A descriptive analysis enabled the identification of the logistics and coordination issues found among SCGs. Consequently, a local network of science communication groups is advised to reinforce their impact.

This paper takes an ecological approach to examine the public engagement with science (PES) pressures and expectations perceived by publicly engaged scientists. Interviews with high-achieving, publicly engaged scientists reveal that unidirectional factors within science (‘push forces’) and engagement (‘pull forces’) contexts drive them towards PES. Running counter to those are ‘drag forces’, or pressures not to engage. Our analyses reveal that high-achieving publicly engaged scientists mitigate those pressures through employing certain engagement strategies, such as by overproducing academic research and selectively sharing PES news with institutions and colleagues. Findings enrich our understanding of the complex operation of norms in the ever-changing PES landscape.

There exist today many forms of anti-scientific beliefs, from extreme views like the QAnon conspiracies, to misconceptions about vaccines and cancer treatment. The COVID-19 pandemic has presented to us a situation in which the public is being asked by medical experts and politicians alike to trust in science and follow after various health recommendations like wearing masks or getting vaccinated against the virus. We used an anti-science belief scale [Morgan et al., 2018] to assess how preexisting beliefs that run counter to the scientific narrative predict behaviors during the pandemic. We found that people who were more accepting of those anti-scientific positions trusted medical information and experts less and engaged less in recommended health behaviors, while simultaneously showing a more favorable view of Trump's actions as President during the pandemic.

YouTube videos offer a potentially useful vehicle for the communication of science, health, and medical information about COVID-19 to children. Findings from this research showed that primary characters appearing in children's educational YouTube videos about COVID-19 were most often adults, with about an equal number of men and women and few characters from diverse racial and ethnic backgrounds. Primary characters frequently demonstrated and modeled protective health measures. Adult expert characters (medical professionals and scientists) appeared to some extent in these videos. Directive discourse frames appeared most frequently, followed by the informative and persuasive discourse frames when communicating scientific and health information. Changes in the use of informative, directive, and persuasive frames before and after the U.S. Centers for Disease Control (CDC) announced guidelines on how to communicate about COVID-19 with children are explored.