Science Communication Resource List

This list was compiled in February 2019 for a science communication breakout session at the AAAS conference called “Simplified Doesn’t Have to mean Dumbed-Down.” It is intended to provide a jumping-off point, not as a comprehensive end-point.

Note: The recommendations and opinions expressed here are entirely those of the session presenter (Miriam Krause), and are not official endorsements by the Center for Sustainable Nanotechnology or the National Science Foundation.



Video Series



Conferences, Workshops, & Training


  • Batts, S. A., Anthis, N. J., & Smith, T. C. (2008). Advancing Science through Conversations: Bridging the Gap between Blogs and the Academy. PLoS Biology, 6(9), e240. doi: 10.1371/journal.pbio.0060240
  • Burgelman, J.-C., Osimo, D., & Bogdanowicz, M. (2010). Science 2.0 (change will happen…). First Monday, 15(7), 1–12. doi: 10.5210/fm.v15i7.2961
  • Clough, M. P. (2011). The story behind the science: Bringing science and scientists to life in post-secondary science education. Science & Education20(7-8), 701-717. doi: 10.1007/s11191-010-9310-7
  • Jarreau, P. B. (2015). All the Science That Is Fit to Blog: An Analysis of Science Blogging Practices. Doctoral dissertation. Louisiana State University.
  • Jarreau, P. B., & Porter, L. (2018). Science in the social media age: profiles of science blog readers. Journalism & Mass Communication Quarterly95(1), 142-168. doi: 10.1177/1077699016685558
  • Mahrt, M., & Puschmann, C. (2014). Science blogging: an exploratory study of motives, styles, and audience reactions. Journal of Science Communication, 13(3), A05. doi: 10.6084/m9.figshare.1120486
  • Su, L. Y.-F., Akin, H., Brossard, D., Scheufele, D. A., & Xenos, M. A. (2015). Science News Consumption Patterns and Their Implications for Public Understanding of Science. Journalism & Mass Communication Quarterly, 92(3), 597–616. doi: 10.1177/1077699015586415
  • Su, L. Y.-F., Cacciatore, M. A., Scheufele, D. A., Brossard, D., & Xenos, M. A. (2014). Inequalities in Scientific Understanding: Differentiating Between Factual and Perceived Knowledge Gaps. Science Communication, 36(3), 352–378. doi: 10.1177/107554701452909