Hi Jane,

Thank you so much for this. I take your points but surely relativism cannot always be justified. Perhaps we can agree that the correct version of the science is what the originator of the idea intended? I can accept that there is what David Lodge called an encoding-decoding problem (can't remember from which novel) but surely this applies to the transmission of all knowledge (an idea can be poorly explained by the transmitter or misunderstood by the receiver)? I can see how framing of a story might have an impact too. 

And I can accept different versions of the same science. As a teacher, I use different models (of atomic structure, for example) and I can justify this pedagogically. Simililarly, I can see why a science journalist might justify spicing up a story to attract readers.

Okay, as the Course Director of the PG Cert Practical Science Communication, I assume that you advocate accurate reporting of science and, if you do, this implies that there is a line that can be crossed or a standard that reporters/ journalists etc. can fail to meet. By accurate I mean as close to what was intended by the originator of the idea being reported on. Moreover, if accurate reporting is important there is presumably a cost (to society?) if science communicators fall short? 

Thank you for recommending Media, Risk and Science but why didn't you recommend Science in Public: Communication, Culture and Credibility? It looks at least as good.

I apologise if I have completely misunderstood or misrepresented what you said.

Thanks again and best wishes,

Mike

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From: [log in to unmask] <[log in to unmask]>
Sent: 02 June 2018 16:35
To: Mike Follows; [log in to unmask]
Subject: RE: [PSCI-COM] Is science distorted by the way it is reported: is themis-reporting of science a problem?

 

Hi Mike and all

 

There is a literature on this.

 

When you use words such as ‘distorted’, ‘misrepresented’ and ‘sensationalised’, you are taking a particular standpoint: that there is a non-distorted (perfectly formed?) version of the story; that there is a ‘correct’ representation, and that our emotions (which emerge from sensations) are not supposed to be part of the process.

 

The main argument of the literature is that every story in every medium is in some way or ways ‘distorted’ – a more neutral word is ‘framed’ - by the context and processes of the message; that our pluralised mass media audiences deal with multiple representations and form their own out of their encounters in the world; and that we all always rely on sensations to get and hold attention and encourage engagement.

 

This is not a popular argument with some groups, especially those who feel that science tells THE story and other professions or individuals are not qualified to mess with it. There is a spectrum of opinion. Of course, we are all free to spread whatever version of the message we feel is the ‘right’ one, as indeed are audiences to choose the version they want to hear.  

 

Stuart Allan’s book Media, Risk and Science is a good read on this and related issues.

 

Anyone who is interested to see how theory could inform their views on sci comm practice might note the new PG Cert at Cambridge: http://www.ice.cam.ac.uk/course/postgraduate-certificate-practical-science-communication.

Postgraduate Certificate in Practical Science ... www.ice.cam.ac.uk Who is the course designed for? The Postgraduate Certificate in Practical Science Communication is designed to support and develop the skills of scientists and other technical professionals who wish to communicate effectively with the wider public, as well as with other organisations within their community such as funders, learned societies ...

 

Jane

 

Dr Jane Gregory

 

Course Director, PG Cert Practical Science Communication

Institute of Continuing Education

Madingley Hall

University of Cambridge

 

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NEW: University of Cambridge PG Cert in Practical Science Communication, http://www.ice.cam.ac.uk/course/postgraduate-certificate-practical-science-communication

 

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