Science and the South African media

Television

Radio

Newspapers

Internet

Other people

Books/magazin

es

Public sp

aces

0

10

20

30

40

50

60

54

44

32

13

33

24

14

50

41

2724 24 23

14

SASAS 2010 SASAS 2013

16-19 years 20-29 years 30-39 years 40-49 years 50-59 years 60+ years0

10

20

30

40

50

60

70

Television Radio NewspapersBooks/ magazines Internet Other people Public spaces

Television

Radio

Newspapers

Books/ magazines

Internet

Other people

Public spaces

0 10 20 30 40 50 60 70

Tertiary education Matric or equivalent Some secondary, excluding matric Primary

No schooling

Television

Radio

Newspapers

Books/ magazines

Internet

Other people

Public spaces

0 10 20 30 40 50 60

16

26

9

9

2

12

2

52

46

23

18

17

25

12

55

35

38

34

40

26

22

High Medium Low

  % of sample

SKA framed as an African project 21

Affirmation of African S&T capabilities 10

Affirmation of South African S&T capabilities 9

External views of South African S&T capabilities 8

Africa as part of global S&T 7

Comparison to World Cup 2010 6

External views of African S&T capabilities 5

Africa Day 4

African growth in astronomy 2

Refutation of Afro-pessimism 2

Reference to Afro-pessimism 2

African astronomy historical perspective 0

TOTAL references to the SKA as symbol of African science & technology 35

Beyond the news media: How does science enter popular culture?

Channel Features QuestionsTelevision Dominant overall channel News? Documentary? Fiction?

Radio Dominant channel for low LSM Modalities? Languages?

Newspaper* Science journalism as a critical issue Science journalism capacities and institutional culture

Other people “Channel” of communication is through social interaction/construction

Social construction of science

Book/magazine* Steep gradient vs education. Raises literacy as an issue of access.

Popular science? Fiction?

Internet* Digital divide News? Science magazines/media? Social media? Institutional sites?

Public spaces* Direct mandate of DST entities Science centres? Libraries? Museums?

*Common for youth/high education/LSM, little access for older cohorts/low education/LSM

“Super-hero comics incorporate the same tensions that inform academic discussions and as such they should be seen as just as much a part of the collective working out of the questions and problems raised by modern science. This working out involves us all; in this, we are all the experts” (Locke, 2005: 42)

Strategic considerations

• Media is relevant to all four strategic aims of the framework – thus a critical point for research and implementation plan

• Mission: science engagement ‘using the most appropriate and innovative means’ – challenges us to think out the box

• Science centres as the core infrastructure for science engagement? Need to expand their media scope/channels and roles.

• DST’s resources currently permit engagement access to only a small fraction of learners – need to look at a broader media strategy

• Frame STEM as more fun, appealing, accessible, etc. This is an issue of ‘science culture’ as well as ‘science engagement’.

New platforms, channels, modalitiesNew technology platforms:

• Greater use of online social media to provide a public space for user-driven engagement between the public and DST entities (including SAASTA)

• Online social media platforms specifically to debate controversial science issues

• A phone app?

New communication channels and modalities:

• Clear need to strengthen science journalism capabilities…

• But also focus on the other main channels of science communication – TV, radio, internet, books/magazines

– tactical responses to their demographic features

– Research focus on modalities, framing, sources of information, demographics…

• How do we think about “Promoting the communication of science using the arts and performing arts”?

• “Bilateral agreements with the relevant departments” – SABC? NAC? DAC?

New research questions and approaches

• National surveys (e.g. SASAS) for longitudinal detail

• Media studies/science communication studies of the channels, messages, modalities and impact of science in the media and related public discourse

• The media provide role models for scientists, engineers, etc. – how are these framed in a South African context?

• How are South African science achievements framed in the media – for example the SKA as a symbol of (South) African science and technology achievement? How can we include these symbols in our science communication?

• Global vs (South) African science media content?

• Is science framed as ‘accessible’, ‘interesting’ etc. in line with Framework objectives?

Science and the South African media