The 13th International Public Communication of Science and Technology Conference (PCST) conference offered a valuable opportunity for over 500 science communicators to congregate and network with the international community. While the sheer size of the event made fostering debate somewhat of a challenge, the pertinent theme of ‘science communication for social inclusion and political engagement’, inspired some thought-provoking talks. Certainly, it was an appropriate time for this topic to be explored in Brazil, a developing country with a national government actively working towards greater
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Astrid Treffry-Goatley
resourceresearchProfessional Development, Conferences, and Networks
Attendance at any large conference is highly personal and every registrant has a unique experience. The value to the individual depends on which sessions they attend, whom they connect with and what outcomes eventuate from what they learn and the networking they do. The networking and feedback can be life changing as it was for me when I attended PCST in 1996 in Melbourne. PCST2014 was a successful conference that provided many options for delegates. This was my fifth PCST and I was glad to have made the long trip to Brazil. One of the most successful aspects of PCST2014 was the opportunity to
The PCST conference attracts a substantial number of science communication academics and practitioners from all over the world. The conference is stimulating and refreshing but the size of it means that quality control is challenging for the organisers. This review highlights areas of both strengths and weaknesses whilst also making recommendations to the PCST committee for PCST 2016. The committee are encouraged to further strengthen the academic/practitioner combination and the international nature of the event. However, they are also recommended to ensure that work presented is of high
Public communication from research institutions often functions as both science communication and public relations. And while these are distinct functions, public relations efforts often serve as science communication tools. This is because successful science communication and public relations efforts for research institutions both rely on finding shared language and disseminating findings in context.
We argue that the institutionalized push communication of academic institutions has become the dominant form of public science communication and has tended to force other forms and functions of science communication into the background. Given the new schemes of public funding, public communication of science now primarily serves the purpose of enabling academic institutions to promote themselves in a competition that has been forced upon them by the political domain. What academics working under these conditions say about themselves and their work (and what they do not) will depend crucially
In this commentary I explain why research institutions are neither doing science communication nor developing ‘public’ relations in the proper sense. Their activities are rather a mix of different things, serving various purposes and targets. However, dealing with PCST, their main responsibilities [should] include: promoting genuine communication and dialogue, being open and accessible to the public, providing high quality scientific information, ensuring good internal communication and educating their scientific staff.
Scientific institutions have for a long time known the importance of framing and owning stories about science They also know the effective way of communicating science in a press release This is part of the institution’s public relations. Enhanced competition among research institutions has led to a buildup of communicative competences and professionalization of public relations inside the institutions and the press release has become an integrated part of science communication from these institutions. Changing working conditions in the media, where fewer people have to publish more, have made
U.S. strength in science, technology, engineering, and mathematics (STEM) disciplines has formed the basis of innovations, technologies, and industries that have spurred the nation’s economic growth throughout the last 150 years. Universities are essential to the creation and transfer of new knowledge that drives innovation. This knowledge moves out of the university and into broader society in several ways – through highly skilled graduates (i.e. human capital); academic publications; and the creation of new products, industries, and companies via the commercialization of scientific
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National Academies of Sciences, Engineering, and Medicine
There is growing competition among publicly funded scientific institutes and universities to attract staff, students, funding and research partners. As a result, there has been increased emphasis on science communication activities in research institutes over the past decade. But are institutes communicating science simply for the sake of improving the institute’s image? In this set of commentaries we explore the relationship between science communication and public relations (PR) activities, in an attempt to clarify what research institutes are actually doing. The overall opinion of the
Sharing scientific knowledge in conflict zones may not sound like a priority. Still science communicators can contribute to address social issues by inviting people to experience research practice, engaging them in scientific questioning and constructive dialog.
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Leila PerieLivio Riboli-SascoClaire Ribrault
Science centers are seen as places for communication of science very focused on the mise en scène of the content and methodologies of natural sciences. However, in the recent history, these institutions are transforming their role within education and transformation processes in the society they are engaged with. This communication presents a social project in Medellín, Colombia, that involves a vulnerable community, the local authorities of the city, academic institutions and NGO’s and a science center that is neighbor to this community.
Socially inclusive science communication has to take place where people spend most of their time — within their communities. The concept of knowledge rooms uses empty shops in socially disadvantaged urban areas for offering low-threshold, interactive science center activities. The commentary carves out essential features that contributed to the success of the pilot project. Most importantly, the knowledge rooms had to be welcoming and comfortable for visitors of various backgrounds. The spaces were easy to access, the initiators were seen as trustworthy actors by temporarily becoming part of