This paper explores media coverage of climate science through a selection of Spanish newspapers (El País, El Mundo, ABC, Expansión and Levante). We selected a stratified random sample of 363 items to be studied for eleven years (2000-2010). Content analysis allowed us to find out media attention paid to climate science, prevalence of informative tables, evaluation and characterization of news, as well as the presence of questioning or rejection of climate change. According to main results, press coverage of climate science in Spain was mainly focused on the consequences rather than on the causes or natural sources, and media attention paid to it was limited. Overlapping with social and macroeconomic problems in the country also contributed to communication of climate science as a controversial and uncertain science through informative framings.

The study investigated the extent to which transmission and cognition, the first two stages in the research use process, are accomplished for winemakers. “Transmission-cognition” was operationalized as the frequency of engagement with information sources considered to be carriers of scientific research. The study also investigated the prominence of four types of research use among winemakers (conceptual, symbolic, instrumental and persuasive) together with their inter-relationship. Conceptual use of scientific information was reported by 90% of winemakers and is a precursor to the other types of research use. Findings are discussed with reference to knowledge creep and the dissemination of scientific research through central winemakers acting as nodes in social networks.

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.

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.

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.

In the editorial of this issue of JCOM, we underline how children are on one hand one of the main target group for science communication, and on the other hand a largely excluded group in the shift from a linear diffusion model to a dialogic model of science communication. In this series of comments, stimulated by the EU - FP7-Science in society project `SiS-Catalyst - 2013 children as change agents for science in society' (a four year programme aimed at crossing the science in society and the social inclusion agendas), we would like to explore methods and approaches that can ensure that, in science communication contexts, children can be listened to, that they are given the chance to express their view, and that they can be empowered in building their own relationship with science, and thus a sense of ownership for scientific knowledge.

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.

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.

This paper analyses the adoption of new information and communication technologies (ICTs) by Spanish journalists specialising in science. Applying an ethnographic research model, this study was based on a wide sample of professionals, aiming to evaluate the extent by which science journalists have adopted the new media and changed the way they use information sources. In addition, interviewees were asked whether in their opinion the Web 2.0 has had an impact on the quality of the news. The integration of formats certainly implies a few issues for today’s newsrooms. Finally, with the purpose of improving the practice of science information dissemination, the authors put forward a few proposals, namely: Increasing the training of Spanish science journalists in the field of new technologies; Emphasising the accuracy of the information and the validation of sources; Rethinking the mandates and the tasks of information professionals.

Listening to and empowering children is a main objective of the EU project SIS Catalyst – Children as Change Agents for Science in Society. Within this frame, a training workshop was held with researchers from the University Innsbruck (Austria) who are involved in the children’s University Junge Uni Innsbruck. We analysed the discussions of the scientists about the reasons why they engage in science in society activities, and why they think that children are interested in participating in such activities, and we compared these outcomes with similar discussions carried out by children in the advisory board of the Junge Uni. Scientists and children can reflect on their experiences in the same way and can learn from each other. This mutual learning process can help to develop institutions like a children’s university.