Science in Public [Review]

  	
  	
  	
  


	Issues in Science and Technology Librarianship  	Summer 1998  


	DOI:10.5062/F4988516


    

Book Reviews
    Science in Public: Communication, Culture and Credibility
      Veronica Calderhead
  Physical Sciences Librarian
  John Cotton Dana Library
  Rutgers University
  Campus at Newark
calderhd@andromeda.rutgers.edu    

Science in Public: Communication, Culture and Credibility. Jane Gregory and   Steve Miller. New York: Plenum Trade, 1998. 294 pp. $29.95 (ISBN 0-306-45860-8)  

    A recent headline in The Chronicle for Higher Education states that "Americans  Have Interest in but Ignorance of Science" (July 17, 1998). Jane Gregory and Steve Miller,  authors of Science in Public: Communication, Culture and Credibility,  demonstrate that very little new exists where the popularization of science is concerned  regardless of the information era. In fact, the levels of science literacy is neither  declining nor increasing, however there are important distinctions to be made when  referring to the public, there is no single monolithic 'public'. 

    The authors have compiled one of the most thorough and most readable surveys of science  literacy in print. Moreover, the theory and philosophy of science information  dissemination, the philosophy of informal science education, the role of different media  are all presented using the most illustrative of examples. The authors take their examples  from history and/or current everyday life, be it the glove of OJ or Faraday's Chemistry of  a Candle, the layperson will recognize most, if not all, of the popularized illustrations.  

    Early chapters present the authors summaries of what science literacy and popularized  science has meant over the centuries, and what it currently means for government, industry,  academe and the populace.  The authors do not assume any point of view; in fact, there is  an excellent chapter that marshals the arguments for and against a scientifically educated  public. 

    It should be noted that this book is not solely a listing or summarizing of all the  programs that have existed and the impact of them. A discussion on power paradigms of  scientific information demonstrates some exciting shifts, albeit resulting from unfortunate  circumstances. Lay persons are finding themselves single area specialists in areas such as  health and the environment; persons living with HIV and Aids, patients currently undergoing  cancer therapies, environmental activists, are just a few examples of groups concerned  enough to acquire a high level of science literacy. They have all demanded to know more,  and in some cases have re-directed the scientists' research agenda.  This demand is a grass  roots example of a paradigmatic change. 

    It is difficult to find any stone unturned in this work.  The critical reader will scramble  to find examples or phenomena not discussed by this versed duo.  Just as one clings to a  topic they feel could counter a point in the book, the authors present the counter argument  as if on cue.  The reader who is seeking a point of view or a political leaning should look  elsewhere.  As mentioned earlier, this is a summary of informal science education not a  position piece.  The in-depth analysis of mass media and science journalism though goes  beyond the typical review and summary treatment.  The extensive and varied experience the  authors (editor, science writers, professors, scientist, etc) bring to this book render it  the most interesting of its kind, as well as being a real joy to read. 

    There is a curious lacuna in this work in so far as there is very little coverage of the  web and its impact on science literacy.  It is possible that like so many of the phenomena  we encounter daily, its impact will be less than we think, nevertheless it would have been  an interesting discussion. 

    The audience for this book is varied- every library, science, public, academic should  consider this title. The price is reasonable enough that it allows all interested  individuals to purchase a copy, rather than to queue up in what promises to be a long list  of library users.  The scientist, both amateur and research, the journalist, the student of  science history, philosophy and sociology, journalism, communication, librarian and library  science, the high school science teacher, are all potential readers. The survey of this  topic is comprehensive enough to be considered a textbook example of the survey or review  method.