In this article, we investigate the surge in use of COVID-19-related preprints by media outlets. Journalists are a main source of reliable public health information during crises and, until recently, journalists have been reluctant to cover preprints because of the associated scientific uncertainty. Yet, uploads of COVID-19 preprints and their uptake by online media have outstripped that of preprints about any other topic. Using an innovative approach combining altmetrics methods with content analysis, we identified a diversity of outlets covering COVID-19-related preprints during the early months of the pandemic, including specialist medical news outlets, traditional news media outlets, and aggregators. We found a ubiquity of hyperlinks as citations and a multiplicity of framing devices for highlighting the scientific uncertainty associated with COVID-19 preprints. These devices were rarely used consistently (e.g., mentioning that the study was a preprint, unreviewed, preliminary, and/or in need of verification). About half of the stories we analyzed contained framing devices emphasizing uncertainty. Outlets in our sample were much less likely to identify the research they mentioned as preprint research, compared to identifying it as simply “research.” This work has significant implications for public health communication within the changing media landscape. While current best practices in public health risk communication promote identifying and promoting trustworthy sources of information, the uptake of preprint research by online media presents new challenges. At the same time, it provides new opportunities for fostering greater awareness of the scientific uncertainty associated with health research findings.

This qualitative study explores how and why journalists use preprints—unreviewed research papers—in their reporting. Through thematic analysis of interviews conducted with 19 health and science journalists in the second year of the COVID-19 pandemic, it applies a theoretical framework that conceptualizes COVID-19 preprint research as a form of post-normal science, characterized by high scientific uncertainty and societal relevance, urgent need for political decision-making, and value-related policy considerations. Findings suggest that journalists approach the decision to cover preprints as a careful calculation, in which the potential public benefits and the ease of access preprints provided were weighed against risks of spreading misinformation. Journalists described viewing unreviewed studies with extra skepticism and relied on diverse strategies to find, vet, and report on them. Some of these strategies represent standard science journalism, while others, such as labeling unreviewed studies as preprints, mark a departure from the norm. However, journalists also reported barriers to covering preprints, as many felt they lacked the expertise or the time required to fully understand or vet the research. The findings suggest that coverage of preprints is likely to continue post-pandemic, with important implications for scientists, journalists, and the publics who read their work.

Many education professionals are looking to Environmental and Sustainability Education as a guide to incorporate curricular lessons and activities into school classrooms and other learning environments. Building upon the framework of Jickling and Wals (2008) of identifying how to teach about environmental education in transformative ways, this study examined how the experiences and perspectives of seven faculty and staff members at a K-12 International Baccalaureate school in Singapore impacted how they taught about sustainability issues. It also investigated how they work to empower students to become change agents by employing concepts and strategies such as hands-on learning, systems thinking, and service learning. Qualitative interview data revealed four overarching key themes: (1) importance of local context (both the school and the broader socio-political context), (2) pedagogy in relation to student psychology, (3) teacher and staff views on effective pedagogy for teaching about climate crises, and (4) mental health, as experienced by both students and their educators. Teachers and their students regularly struggled with tensions of authority (e.g., school/government, parent/child, teacher/student) and outlook (e.g., “doomism”/hope, empowered/disempowered). Nonetheless, they expressed a variety of thoughtful ways to cultivate their students’ lifelong advocacy for the environment and other related social justice issues.

Journalists’ health and science reporting aid the public’s direct access to research through the inclusion of hyperlinks leading to original studies in peer-reviewed journals. While this effort supports the US-government mandate that research be made widely available, little is known about what research journalists share with the public. This cross-sectional exploratory study characterises US-government-funded research on cancer that appeared most frequently in news coverage and how that coverage varied by cancer type, disease incidence and mortality rates. The subject of analysis was 11436 research articles (published in 2016) on cancer funded by the US government and 642 news stories mentioning at least one of these articles. Based on Altmetric data, researchers identified articles via PubMed and characterised each based on the news media attention received online. Only 1.88% (n = 213) of research articles mentioning US government-funded cancer research included at least one mention in an online news publication. This is in contrast to previous research that found 16.8% (n = 1925) of articles received mention by online mass media publications. Of the 13 most common cancers in the US, 12 were the subject of at least one news mention; only urinary and bladder cancer received no mention. Traditional news sources included significantly more mentions of research on common cancers than digital native news sources. However, a general discrepancy exists between cancers prominent in news sources and those with the highest mortality rate. For instance, lung cancer accounted for the most deaths annually, while melanoma led to 56% less annual deaths; however, journalists cited research regarding these cancers nearly equally. Additionally, breast cancer received the greatest coverage per estimated annual death, while pancreatic cancer received the least coverage per death. Findings demonstrated a continued misalignment between prevalent cancers and cancers mentioned in online news media. Additionally, cancer control and prevention received less coverage from journalists than other cancer continuum stages, highlighting a continued underrepresentation of prevention-focused research. Results revealed a need for further scholarship regarding the role of journalists in research dissemination.

This case study considers how one public high school in Northern California offered a yearlong course that combined a semester-long LGBTQ+ studies class with a semester-long ethnic studies class, taught by the same teacher and attended by the same cohort of 26 students. Through a combination of identity maps, student interviews, and a transfer task (i.e., a digital textbook project), we explored students’ experiences and efforts to discern how their awareness of LGBTQ+ and ethnic studies issues, particularly the intersectionality of those issues, may have influenced their own identities. This research offers a model for educators and policymakers, as well as lessons learned and inspiration, for incorporating intersectional LGBTQ+ content and curriculum into social studies classrooms. It presents ways, both big and small, for K-12 educators to connect LGBTQ+ issues and rights with those from communities of color. Findings illustrate that queer theory and historical thinking can indeed offer a valuable guide for encouraging social studies educators and students to expand their understanding of the intersecting experiences of people of color and the LGBTQ+ community.