Practising science communication in the information age reviews the trends and issues that are engaging practitioners of science communication, critically exploring topics as diverse as peer review, open access publication, the protection of intellectual property, the popularisation of science, and the practices of public engagement.

SECTION 1 - COMMUNICATING POST-ACADEMIC SCIENCE ; 1.1 Scientists communicating ; 1.2 Ethical codes and scientific norms: the role of communicating in maintaining the social contract for science ; 1.3 Patents and the dissemination of scientific knowledge ; SECTION 2 - DEVELOPING TRENDS IN SCIENTISTS' COMMUNICATING ; 2.1 Science communication across disciplines ; 2.2 Communicating physics in the information age ; SECTION 3 - ACCESSING CONTEMPORARY SCIENCE ; 3.1 Science and the online world: realities and issues for discussion for discussion ; 3.2 From print to online: developments in access to scientific information ; SECTION 4 - CONSENSUS AND CONTROVERSY ; 4.1 Peer review in science journals: past, present and future ; 4.2 Controversy and consensus ; SECTION 5 - POPULARIZING SCIENCE ; 5.1 Where do books fit in the information age? ; 5.2 Science communication in fiction ; 5.3 Speaking to the world: Radio and other audio ; SECTION 6 - PRACTISING PUBLIC ENGAGEMENT ; 6.1 The development of Our Dynamic Earth ; 6.2 Engaging through dialogue: international experiences of Cafe Scientifique

`Comprehensive, interesting, and for an academic and teacher in the area, really quite exciting.' Dr. Angela Cassidy, Leeds University Business School `The OU team and associated Readers are well respected and tested texts in science communication.' Professor Mark Brake, Centre for Astronomy and Science Education, University of Glamorgan We are convinced that due to the variation of subjects every reader (students, researchers, policy makers, science communicators, teachers in higher education) will find useful information in these volumes, and for teachers of science communication these books are obligatory reading. `A valuable and much-needed resource.' Professor David Gooding, Science Studies Centre, Department of Psychology, University of Bath

Supports the teaching and learning of contemporary science communication through core readings by drawing on current research in the field, and facilitating a research--teaching synergy. All chapters are newly commissioned to provide an up-to-date perspective on issues facing science communication researchers. Each chapter includes a section of 'further reading' and 'useful websites' to encourage students to engage with further sources beyond the core readings. Explores various practices of science communication to address many of the issues facing contemporary practitioners of science communication in an engaging and theoretically informed way. Features both international and cross-cultural examples. Chapters take a critical stance on the study of contemporary issues in science communication, providing readers with an engaging account of these important contemporary issues.

Richard Holliman is Senior Lecturer in Science Communication at the Open University (OU), UK and production course team chair of Communicating Science in the Information Age. After completing a PhD investigating the representation of contemporary scientific research in television and newspapers in the Department of Sociology at the OU, in 2000 he moved across the campus to the Faculty of Science. Since that time he has worked on a number of undergraduate and postgraduate course teams, producing mixed media materials that address the interface between science and society. He is a member of the Centre for Research in Education and Educational Technology and is currently leading (with colleagues) the ISOTOPE (Informing Science Outreach and Public Engagement) and (In)visible Witnesses research project teams. Jeff Thomas is a senior lecturer within the Department of Biological Sciences at the Open University. He has worked at the OU all his professional life, contributing to a wide range of teaching initiatives in biology and in health sciences, and more recently to a range of projects concerned with contemporary science issues and on the relationships between science and different publics, at both undergraduate and Masters level. His research interests are concerned with the influence of contemporary science controversies on public attitude, on conceptual problems of learning biological science, and in public involvement in science-based policy-making. He also teaches part-time for Birkbeck College, University of London on its Diploma in Science Communication. Sam Smidt is a senior lecturer based in the Department of Physics and Astronomy at the Open University, and Programme Director of the MSc in Science. She has interests in physics education and outreach work in promoting science to the public. Eileen Scanlon is Professor of Educational Technology and co-Director of the Centre for Research in Education and Educational Technology at the Open University. She is also Visiting Professor in the Moray House School of Education at the University of Edinburgh. Elizabeth Whitelegg is Senior Lecturer in Science Education working in the Science Faculty at the Open University (OU), and Award Director for Science Short Courses. She recently produced (with Professor Patricia Murphy) a review of the research literature on the participation of girls in physics, for the Institute of Physics. Her main research interest is in girls' and women's participation in science and in learning science (particularly physics) at all levels; she is currently leading (with colleagues) the (In)visible Witnesses project. In 2003 she was invited to become a Fellow of the Institute of Physics.

Supports the teaching and learning of contemporary science communication through core readings by drawing on current research in the field, and facilitating a research--teaching synergy. All chapters are newly commissioned to provide an up-to-date perspective on issues facing science communication researchers. Each chapter includes a section of 'further reading' and 'useful websites' to encourage students to engage with further sources beyond the core readings. Explores various practices of science communication to address many of the issues facing contemporary practitioners of science communication in an engaging and theoretically informed way. Features both international and cross-cultural examples. Chapters take a critical stance on the study of contemporary issues in science communication, providing readers with an engaging account of these important contemporary issues.