How should we organize science communication trainings to achieve competencies?

Abstract

ABSTRACT To advance science communication training, we use learning theory to build on an earlier effort to create a comprehensive list of topics for learning science communication. We identify threshold concepts that can help learners move through the community of practice of science communication. We organize the topics as essential or advanced, and specify their relevance to occasional, active, and professional science communicators. We understand learning progressions as a way to structure movement within a community of practice, especially the development of stronger identity as a science communicator. We believe this approach can lead to development of formal learning progressions for structuring science communication training. Our goal is to help move science communication training from an opportunistic activity drawing on the particular interests and skills of individual trainers to a more systematic enterprise.