Recent years have brought a shift in the rhetoric of science communication from initial deficit models to practices involving dialogue and, finally, engagement. But to what extent has this rhetorical shift changed practice in the U.K.? Jensen and Holliman analysed practitioners’ views of their science communication practices. Findings indicate that science communication practice is still primarily deficit-based, with some incidence of dialogue-oriented thinking.
As infographics and other visual forms of data become increasingly common, many educators wonder how to best integrate them into learning activities. Polman and Gebre interviewed 10 experts in science representation to understand common practices they used for selecting and interpreting infographics. The authors build on study results to generate guidelines for educators' use of infographics.
Cannady, Greenwald, and Harris call into question the accuracy of the STEM pipeline metaphor. They argue that a decade of pipeline-related policy prescriptions has not significantly affected the numbers or demographics of the STEM workforce. The authors found that almost half of STEM workers did not follow the traditional pipeline to a STEM career.