While people often indulge in celebrity, local and breaking news, science news doesn’t get the same attention. In many cases, the shortage of continued interest in the sciences is because of one of two things: the topic is seasonal or readers pursue the story for “infotainment” purposes.
Think of articles on the latest COVID-19 vaccines, flu season predictions, or imminent natural disasters. The purpose of science journalism in these instances is to inform the public of what’s happening in society. While it may prompt some to dig deeper or take precautionary methods in response, reader interest will lessen as the topic becomes less pressing.
However, science literacy should not be confined to the means of the present. Readers should make conscious efforts to absorb such coverage amidst their daily skims of the news in order to not only stay adequately informed to make decisions but also to engage in a higher level of thinking.
In particular, to be scientifically literate is to ask questions and connect the dots between learning and decision-making, a skill picked up when we constantly exercise our ability to absorb dense information. That itself comes when we don’t limit ourselves to reading seasonal topics, but do so year round. Every science article that is read doesn’t have to be acted upon, but becoming familiar with the language and context may better prepare you for times like the pandemic.
In journalism, stories are based on accurate information and topicality. But reader engagement in science journalism goes beyond that comforting formula. News in the form of graphs, polls, and trends teaches us to think critically, analytically, and even cynically. Writers actively demonstrate how to challenge findings in research publications or present new perspectives on widely acclaimed understandings. Not only does it make for a more interesting read, but accepting alternate viewpoints, just as we do in politics or the face of crisis, stimulates a more well-rounded curiosity.
Science journalism, promoting communities shaped by science literacy, proves why learning about it shouldn’t stop when we leave the classroom. Rather, regularly engaging in recent STEM-centered discoveries, publications and critiques can spark our interests, and maybe even inspire future hobbies or careers one day.
