Postgraduate study skills in science, technology or mathematics
Postgraduate study skills in science, technology or mathematics

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Optional reading

If you are interested in considering the role of the internet on science communication practices, you may find the following references are of interest: Wulf (1999), Rzepa (1999) and Rowland (1999a).

So far, you have been asked to reflect on your experiences of science communication both as a receiver and as a producer. You have also considered a definition for communication in terms of different types of media, noting how this influences the context for science communication (e.g. ‘face to face’ in the seminar room, ‘interactive’ over the internet, or ‘mass’ via newspapers and television) and the social role of those involved (e.g. as a student and member of a department). The following section develops these ideas by examining one example in more detail; the production of a scientific paper.

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