European science communication project QUEST surveyed and reviewed different aspects of European science communication, including science journalism, teaching and training in science communication, social media activity, and science in museums. This article draws together themes that collectively emerge from this research to present an overview of key issues in science communication across Europe. We discuss four central dynamics — fragmentation within research and practice; a landscape in transition; the importance of format and context; and the dominance of critical and dialogic approaches as best practice — and illustrate these with empirical material from across our datasets. In closing we reflect upon the implications of this summary of European science communication.

A programme developed across five UK universities aims to equip graduate professionals with the skills, tools and capabilities to better understand and manage food-system complexity for food security, for the environment and for enterprise.

(1) Background: As one of the biggest drivers of health and climate change, the food system has unrealised potential to influence consumption toward affordable, healthy, sustainable diets. A range of policy levers, including mandating food education, are needed. Schools are considered the best place for food education and childhood is a crucial period when eating habits that persist into adulthood are formed. Food education as part of the curriculum is crucial in generating population shifts in food systems improvements. The purpose of this policy analysis was to analyse mandatory curriculums in different countries to explore the ways in which primary school food education addresses food literacy. (2) Methods: This study analyses how food education within primary school education policy, in 11 countries, addresses Food Literacy (FL). It is the first study of this kind. A case study methodology was employed, and curriculum policy content analysis was conducted using a Food Literacy framework. (3) Results: Each country has a curriculum dedicated to food education, supported by food education in non-food curriculums. There is no standardized approach to primary school food education policy, no consensus in primary food education nomenclature or what curriculums constitute. Curriculums focus on cooking and health topics, but significantly less on social-cultural, equity, and sustainability issues. (4) Conclusion: How primary curriculums around the world deliver food education policy to address FL varies enormously. All 11 countries have dedicated food curriculums, supported by non-food curriculums, but there is no consensus as to what food education is called or constitutes. Countries rarely deal with FL comprehensively. The most comprehensive are single, detailed food curriculums, complemented by non-food curriculums where food knowledge and skills progress clearly and are the intended learning outcome.

Science journalism faces an issue that is part of a bigger picture of media change. The economic pressures which have seen shrinking resources available for reporting news are contrasted by the relentless rise of corporate communication and public relations. Institutional science communication has become a booming industry, operating, at least partially, by bypassing the traditional roles of journalists. To interrogate how science journalists perceive the impact of these changes on their professional roles, as well as how they navigate relationships with scientists and institutional science communicators, we conducted in-depth interviews with experienced South African science journalists. Our paper summarises the results of this study, including how journalists perceive changes in their professional identities and responsibilities. We analyse the interview data and explore the extent to which science journalists perceive themselves as “cheerleaders” for science, in contrast to critical investigators tasked with holding science and scientists to account, as well as how they operate in a world of well-endowed corporate science communication. We situate these interview findings against the theoretical background of boundary work and recent discussions about the blurring boundaries between science journalism and science communication.

Purpose: The purpose of this paper is to explore how Brexit-related food issues are being presented in the UK print media.Design/methodology/approach: Using the news database Nexis UK, relevant articles were identified based on key search terms, “Brexit” and “Food” or “Farm!” or “Agriculture!”. The search criteria were set to include articles with three or more mentions of these terms. The search period was 6 April to 5 July 2018.Findings: The quality newspaper genre, and remain-supporting newspaper, The Guardian, in particular, dominated food Brexit coverage. In total, 17 distinct food Brexit issues were covered, with food security and subsidies receiving the most coverage in leave-supporting publications and agriculture, trade and labour receiving the most coverage in remain-supporting publications. Dominant narratives and frames can be identified in the reporting, illustrating newspapers' tendency to promote certain viewpoints in support of their own standpoint on Brexit. In all publication types, political voices feature far more prominently than any other stakeholder group, highlighting the significant potential for this group to influence public opinion and the post-Brexit food policy agenda.Research limitations/implications: The authors only examined newspapers over a limited period. Reporting in other media and at different stages in the Brexit negotiation process may differ.Practical implications: Media reporting on food Brexit issues has the potential to influence post-Brexit food policy.Originality/value: This is the first study to look at reporting on food Brexit in the UK media.

Social media engagement is typically associated with actions such as sharing, liking, or commenting, and is often measured as such in quantitative analyses. This essay explores what is being captured through these methods by `unpacking' such engagement, arguing for a practice-oriented approach that takes into account the mundane ways in which non-scientists may encounter and use scientific content. We describe practice theory in the context of media production and use, before illustrating the approach with material from comments on Facebook posts produced by science-related sources. In showing the uses of science content in maintaining social bonds or performing particular identities (for instance), we argue that science communication research needs to study the wider contexts of how and why users encounter science online, and that the notion of social media practices can help us to do so.