Absence of Media Literacy in Green Energy: A Preliminary Study of Innovative Pedagogy for Interdisciplinary Professional Training on Science News

Abstract

We carried out a preliminary study of innovative pedagogy for the solution of media literacy in public science by examing how the green-energy expertise must be effectively decoded by a competent journalist. Through formal/informal literature review and semiotic theory, a close insight is explored into the importance of an innovative pedagogy to professional training on science news for interdisciplinary talents at present. Focusing on green energy, this study emphasizes factors in the communication effectiveness of science news are agenda-setting and message design. These two factors support a specific recommendation to develop the core of enhancement of the training courses and converge the science and communication knowledge effectively in producing news. The outcome of this study is expected to solve the shortage of media discourse on the acquisition of green-energy-related knowledge. By this, the article emphasizes the interdisciplinary talents of journalism with social influence on public attitude towards green and further encourages social practice for environmental protection.