News from Academy Bay

Recent appointments in Washington office. El Niño volume available. Ira Wiggins dies. Nominations to the Royal Society. Index to Noticias de Galápagos. Dictionaries wanted - used or new. International workshops focus on Galápagos.

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Oil Spill in Galápagos. Derrame de Combustible en las Aguas de Galápagos. Beagle V: The Station's New Vessel. Children Conservationists. Niños Conservacionistas. Fruto del Empeño: Nuevo Edificio en San Cristóbal. New Building in Isla San Cristóbal. CDRS Director in Argentina. Van Straelen Gift. Change in Directorship at the CDRS. Cambio del Director en la Estación Científica. International Symposium/Workshop on the Herpetology of the Galápagos Islands: Research & Conservation.

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The 25th anniversary of the Galapagos National Park. Fire at the Darwin Research Station. The control of introduced mammals. Good news about the Hood tortoises. The endangered land iguanas. Penguins, cormorants and flamingos in 1984. A workshop on national parks. International conservation award to Secretary Ripley. Visits and events at the Charles Darwin Research Station.

News from Academy Bay

New Faces and New Projects in a New CDRS Department. International Workshop: Feral Goat Eradication Program. Geologists to Invade Galápagos. GIS in Galápagos. The Isabela Project: Off and Running. A Pig-Free Santiago: Is it a Dream or on the Horizon? The Special Law for Galápagos.

Whose News? Copyright and the Dissemination of News on the Internet

International Review of Law, Computers & Technology, Volume 17, Issue 2 July 2003 , pages 163 - 174 RAE2008

Critical reading of science-based news reports: Establishing a knowledge skills and attitudes framework

A recognised aim of science education is to promote critical engagement with science in the media. Evidence would suggest that this is challenging for both teachers and pupils and that at science education does not yet adequately prepare young people for this task. Furthermore, in the absence of clear guidance as to what this means and how this may be achieved it is difficult for teachers to develop approaches and resources that address the matter and that systematically promote such critical engagement within their teaching programmes. Twenty-six individuals with recognised expertise or interest in science in the media, drawn from a range of disciplines and areas of practice, constituted a specialist panel in this study. The question this research sought to answer was ‘what are the elements of knowledge, skill and attitude which underpin critical reading of science based news reports’? During in-depth individual interviews the panel were asked to explore what they considered to be essential elements of knowledge, skills and attitude which people need to enable them to respond critically to news reports with a science component. Analysis of the data revealed fourteen fundamental elements which together contribute to an individual’s capacity to engage critically with science-based news. These are classified in five categories ‘knowledge of science’, ‘knowledge of writing and language’, ‘knowledge about news, newspapers and journalism’, ‘skills’ and ‘attitudes’. Illustrative profiles of each category along with indicators of critical engagement are presented. The implications for curriculum planning and pedagogy are considered.

The Critical Reading of the Images Associated with Science-Related News Reports: Establishing a knowledge, skills, and attitudes framework

For the majority of adults, the media constitute their main source of information about science and science-related matters impacting on society. To help prepare young people to engage with science in the media, teachers are being exhorted to equip their students with the knowledge, skills, and attitudes to respond critically to science-related news reports. Typically, such reports comprise not only text, but also visual elements. These images are not simply adjuncts to the written word; they are integral to meaning-making. Though science teachers make considerable use of newspaper images, they tend to view these representations unproblematically, underestimating their potential ambiguity, complexity, and role in framing media messages. They rarely aim to develop students’ ability to ‘read’, critically, such graphics. Moreover, research into how this might be achieved is limited and, consequently, research-informed guidance which could support this instruction is lacking. This paper describes a study designed to formulate a framework for such teaching. Science communication scholars, science journalists and media educators with acknowledged relevant expertise were surveyed to ascertain what knowledge, skills, and attitudes they deemed useful to engagement with science related news images. Their proposals were recast as learning intentions (instructional objectives), and science and English teachers collaborated to suggest which could be addressed with secondary school students and the age group best suited to their introduction. The outcome is an inventory of learning intentions on which teachers could draw to support their planning of instructional sequences aimed at developing students’ criticality in respect of the totality of science news reports.