Children Universities are an emerging approach and acknowledged example of successful science communication for and with children. They represent in fact a scheme to implement science in society and society in science. Since its beginning around 2003 to its development into a global movement, the children university approach has also evolved new questioning, beyond proposing an opportunity for young people to meet the university world. Can Children’s Universities help higher education and research institutions to recognize children as a relevant dialogue group, and at the same time to be more responsive and inclusive concerning disadvantaged groups? Is there an impact on educational policy developments? Can face-to-face encounters lead to a change of mindsets – for both the young participants and the academia? The objective of building a two way dialogue between higher education institutions and young people highlights several difficult issues, in particular when a socially inclusive approach is sought, but at the same time opens up new opportunities for both science, scientific institutions, science communication and the public.

Many science communication activities identify children as their main target. There are several reasons for this, even if, quite often, they are not expressed explicitly, as if children were a somehow “natural” public for science. On the contrary, we can observe a high level of complexity in the children agenda to engage with science, and in the science institution agendas for targeting children. But this does not seem to be followed but the same level of complexity in devising science engagement activities for children. The profound transformation of the scope and understanding of science communication that we have observed in recent years, in which keywords as dialogue, participation and empowerment have become essential, has only partially touched the younger public, which remains in most cases considered as a spectator for science.

Science is part of our everyday live; so is art. Some art installations that link the two require the active presence of the spectator. Thereby they help to raise the awareness, promote understanding, and generate an emotional response from the public. This project rests on the public participation model that seeks to explore the connection between art installations and science communication through experiential learning. In order to test the effectiveness of an art installation communicating science two groups were contrasted. The first was exposed to a list of scientific facts; the second participated in the creation of an art installation. The results of this research suggest that art installations do promote long-term fact retention. Therefore, the use of art installations can be considered an interesting method of conveying science in an attractive, reliable, and memorable way.

In the last two years SISSA Medialab designed, tested and evaluated two projects aiming at empowering children (in one case) and teenagers (in the other) to act as science journalists in order to promote a personal, critical attitude towards science and technology. The two groups produced a paper magazine and a blog, respectively, in a participatory process, in which adults acted as facilitators and experts on demand, but the youths were the leaders and owners of the products. Special care was taken to ensure inclusiveness, by involving in the project children and teenagers from any social class including those not especially interested in science and technology before participating in the project.

Children’s issues have become a greater priority on political agendas since the UN General Assembly adopted the Convention on the Rights of the Child (UNCRC). Each government has agreed to ensure that all those working with and for children understand their duties in relation to upholding children’s rights including the obligation to involve children in decisions that affect them (Article 12). Respecting children’s views is not just a model of good pedagogical practice, but a legally binding obligation. However, there is a limited awareness of Article 12, and how to actualise it. While many people speak about the ‘voice of the child’ or ‘student voice’, these concepts do not capture the full extent of the provision. Lundy (2007) developed a model, which helps duty bearers involve children meaningfully in decision-making. According to this model four separate factors require consideration: Space, Voice, Audience, and Influence. In this paper, we provide an overview of these four factors and a summary of the main implications of the model.

Citizen Science (or “Public Participation in Scientific Research”), has attracted attention as a new way of engaging the public with science through recruiting them to participate in scientific research. It is often seen as a win-win solution to promoting public engagement to scientists as well as empowering the public and in the process enhancing science literacy. This paper presents a qualitative study of interviews with scientists and communicators who participated in the “OPAL” project, identifying three potential flashpoints where conflicts can (though not necessarily do) arise for those working on citizen science professionally. We find that although participation in the CS project was generally valued, it does not seem to overcome continuing (and widely reported) concerns about public engagement. We suggest that enthusiasm for win-win situations should be replaced with more realistic expectations about what scientists can expect to get out of CS-style public engagement.

Scientists intermittently appear on television news as experts to inform and comment on current events. This study explores whether their appearance adds a critical measure of substantiated arguments and balanced judgements to public affairs reporting. An explorative analysis of a representative sample of news broadcasts from five public broadcasters in Western Europe in 2006 and 2007 suggests that this is to some extent the case. The implications of these findings for the deliberative quality of TV news are discussed, and a typology of scientific experts in the general news items is proposed.

For lay people, mass media are the main source of scientific information; that is why science journalists’ selection and depiction of scientific issues is an important field to study. This paper investigates science journalists’ general issue selection and additionally focuses on science journalists’ depiction of nanoscale science and technology and its related scientific evidence (certainty/uncertainty of research findings). Face-to-face interviews with science journalists (n = 21) from different German media channels were conducted. The results show that the professional role conception, personal interest, news factors and organizational processes mainly influence the selection of science journalists. Overall, journalists have increasingly positive attitudes towards nanoscale science and technology. But results indicate that the coverage of scientific evidence differs according to the science journalists’ focus on beneficial or risky aspects of this emerging technology: journalists stress scientific uncertainty predominantly when discussing the risks of nanoscale science and technology.

A new editorial board is guiding JCOM through a period of change and here opens out the discussion on what JCOM has become and what it could or should become in the future. The journal's readers are invited to make their contributions.

The explosion at the Fukushima Nuclear Plant highlighted serious social concerns about risk communications; the public found it difficult to take preventive actions based on scientific information of radioactive fallout. We investigated public perception of the risks from low dose radiation and the role of information providers through the Internet survey focusing on parents in four Japanese regional groups. Mothers felt more anxious than fathers in Fukushima but not in further groups, and that the furthest group felt the most ambiguous anxiety. Their anxiety derived from distrust of the government and uncertainty about scientific information, rather than the lack of knowledge although risk communication emphasized learning the scientific mechanism. The mediators should provide more information for individual decision-making of day-to-day risk management in regions with different levels of radiological contamination; key issues include improving parents’ perceived control to their lives and easing their tension of responsibility to children’s health.