Abstract
Science communication is at a pivotal stage in its development due to the emergence of digital communication platforms that are not only presenting new opportunities but are also leading to new challenges. In this context, science communicators, who can include scientists, researchers, curators, journalists and other types of content producer, may require new types of preparation and support to engage with multiple audiences, across multiple channels. Despite the increasing need for adequate science communication training, research in the field is sparse and oftentimes refers to single case studies, calling for more comprehensive perspectives on what is needed and what is offered to equip future science communicators with relevant competences to cope with the changing science communication ecosystem. Against this backdrop, this paper takes two approaches, drawing on data from RETHINK, a European project comprising seven countries, Italy, the Netherlands, Poland, Portugal, Serbia, Sweden and the United Kingdom. First, we report on findings from a questionnaire survey completed by 459 science communicators across the seven countries, focusing on how science communicators develop their communication skills, the types of training they have received and the types of training they would like to undertake. Second, we assess exploratory data collected from 13 different science communication degree programs regarding how they seek to embed and consider issues of digital transformation within their curricula. On the basis of both analyses, we will introduce ideas for a competence framework that addresses not only working knowledge and skills but also professional (self-)reflection and the overall mindset and worldviews of students, whilst offering capacity for increased consideration of the role of digital transformation.
Highlights
Science communication is at a pivotal stage in its development
There is a sense in which “science communication is at a moment of transition - sometimes even described as a moment of crisis” (Davies et al, 2021, p. 7), whereby science content is communicated by a diversity of actors such as scientists, science journalists, university public relations (PR) professionals and more (Milani et al, 2019; Weitkamp et al, 2021) and there has been a growth in science PR and contraction of science journalism
Previous research into science communication training is fragmented, with much literature focused on the training experience and needs of scientists
Summary
In the so-called knowledge society, science is a core driver of societal development emphasizing the importance of science communication for economic growth, societal welfare and political decision making (Kahan et al, 2012). These developments are being further accelerated by digital transformation that has profoundly changed the ways in which science and society interact. The emergence of new players, especially digital communication platforms that determine sociotechnical features such as algorithms which influence the distribution of public communication, presents further opportunities and challenges for science communication
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