Citizen Science Fiction draws on an interdisciplinary swath of literature and media to make the case that the science fiction genre can help rethink the pedagogical use of citizen science as a tool to interrogate our collective civic engagement with science and the incorporation of science into a rigorous, exciting writing-based curriculum. The book revolves around recent developments in specific scientific disciplines, including biology, ecology, computer science, astronomy, and cognitive science. Winter closely studies a range of science-fiction texts and tropes -- such as aliens, robots, clones, mind uploads, galactic empires -- for what they have to contribute to the ongoing scholarly discussion on psychological mindset and mindful argument, reading for probing inquiry and productive uncertainty in the age of the Anthropocene, reading for voice with a view to our digitally dominated future, and reading for threshold concepts in a scientifically driven society.

True stories of everyday volunteers participating in scientific research that “may well prompt readers to join the growing community” (Booklist). Think you need a degree in science to contribute to important scientific discoveries? Think again. All around the world, in fields ranging from meteorology to ornithology to public health, millions of everyday people are choosing to participate in the scientific process. Working in cooperation with scientists in pursuit of information, innovation, and discovery, these volunteers are following protocols, collecting and reviewing data, and sharing their observations. They’re our neighbors, in-laws, and coworkers. Their story, along with the story of the social good that can result from citizen science, has largely been untold, until now. Citizen scientists are challenging old notions about who can conduct research, where knowledge can be acquired, and even how solutions to some of our biggest societal problems might emerge. In telling their story, Caren Cooper just might inspire you to rethink your own assumptions about the role that individuals can play in gaining scientific understanding—and putting that understanding to use as a steward of our world. “Engaging.” —Library Journal (starred review)

Early science fiction imagined a world with space travel, video calls, and worldwide access to information, things we now know as NASA’s human spaceflight program, Skype, and the Internet. What next? Could we really bring back the dinosaurs, travel to a distant star, or live on Mars? In The Science of Science Fiction, readers ages 12 to 15 explore the science behind classic and modern science fiction stories, including artificial intelligence, androids, and the search for alien life. They learn how cutting edge concepts, including time dilation and genetic manipulation, influence today’s fiction. The Science of Science Fiction promotes critical thinking skills through inquiry, discovery, research, analysis, and reflection of key scientific ideas and concepts made popular by many titles in science fiction. Each chapter features informative sidebars and video and website links for an in-depth look at key topics. Science-minded experiments include a simple demonstration of artificial gravity using a bucket of water and calculating the speed of light using chocolate in a microwave. This variety of resources ensures the material is accessible to students with diverse learning styles.

Citizen science, the active participation of the public in scientific research projects, is a rapidly expanding field in open science and open innovation. It provides an integrated model of public knowledge production and engagement with science. As a growing worldwide phenomenon, it is invigorated by evolving new technologies that connect people easily and effectively with the scientific community. Catalysed by citizens’ wishes to be actively involved in scientific processes, as a result of recent societal trends, it also offers contributions to the rise in tertiary education. In addition, citizen science provides a valuable tool for citizens to play a more active role in sustainable development. This book identifies and explains the role of citizen science within innovation in science and society, and as a vibrant and productive science-policy interface. The scope of this volume is global, geared towards identifying solutions and lessons to be applied across science, practice and policy. The chapters consider the role of citizen science in the context of the wider agenda of open science and open innovation, and discuss progress towards responsible research and innovation, two of the most critical aspects of science today.

Nominated, 2023 Teaching Literature Book Award Indian Science Fiction has evolved over the years and can be seen making a mark for itself on the global scene. Dalit speculative fiction writer and editor Mimi Mondal is the first SF writer from India to have been nominated for the prestigious Hugo award. In fact, Indian SF addresses themes such as global climate change. Debates around G.C.C are not just limited to science fiction but also permeate in critical discussions on SF. This volume seeks to examine the different ways by which Indian SF narratives construct possible national futures. For this looking forward necessarily germinates from the current positional concerns of the nation. While some work has been done on Indian SF, there is still a perceptible lack of an academic rigor invested into the genre; primarily, perhaps, because of not only its relative unpopularity in India, but also its employment of futuristic sights. Towards the same, among other things, it proposes to study the growth and evolution of science fiction in India as a literary genre which accommodates the duality of the national consciousness as it simultaneously gazes ahead towards the future and glances back at the past. In other words, the book will explore how the tensions generated by the seemingly conflicting forces of tradition and modernity within the Indian historical landscape are realized through characteristic tropes of SF storytelling. It also intends to look at the interplay between the spatio-temporal coordinates of the nation and the SF narratives produced within to see, firstly, how one bears upon the other and, secondly, how processes of governance find relational structures with such narratives. Through these, the volume wishes to interrogate how postcolonial futures promise to articulate a more representative and nuanced picture of a contemporary reality that is rooted in a distinct cultural and colonial past.

Who defines the landscapes around us? What practices are employed as contemporary landscapes are produced? This issue argues that landscapes are made and remade through interrelations between people and the worlds around them – from geographers investigating the lives of urban wastelands to landscape architects projecting future cities, and from migrants navigating border systems to artists working with local residents. In contrast to tendencies to emphasise the physical forms of landscapes, with their potential to be redesigned and represented in drawings, this issue brings to the forefront the social constructedness of landscapes by focusing on a range of critical practices and daily actions. As conventional frames of landscape are challenged, other ways of measuring, mapping, imagining, designing, building and occupying them are revealed. For centuries, artists and designers have represented landscapes of power in paintings and have transformed them through their design proposals. But in recent years a number of researchers, designers, artists and activists have explored an expanded field of landscape, investigating populations fleeing conflict zones, reimagining cities facing ecological challenges, questioning territorial claims, and critiquing processes of urbanisation. This issue focuses on some of these individuals whose work and lives encompass a diverse range of practices, brought together through their critical redefinition of landscape relations. Contributors: Pierre Bélanger, Harry Bix, Neil Brenner and Nikos Katsikis, Luis Callejas and Charlotte Hansson, James Corner, Gareth Doherty and Pol Fité Matamoros, Matthew Gandy, Christina Leigh Geros, Rania Ghosn and El Hadi Jazairy, Nina-Marie Lister, Richard Mosse, Kate Orff, Toya Peal, Neil Spiller, Tiago Torres Campos and Tim Waterman. Featured practices: Advanced Landscape and Urbanism, Design Earth, East Anglia Records, Estudio Teddy Cruz + Fonna Forman, Furtherfield, James Corner Field Operations, Larissa Fassler, LCLA office, OPSYS and SCAPE.

How the blurring of media forms—transmedia—became the default for how we experience narratives, and how that cultural transformation has redefined the worlds of education, entertainment, and our increasingly polarized public discourse. Over the past decade, the power of narrative has been unleashed with awesome and terrifying consequences, and it has been consumed in its blurred media forms by millions of people as news, entertainment, and education. Imagining Transmedia, edited by Ed Finn, Bob Beard, Joey Eschrich, and Ruth Wylie, explores the surprising ways that narratives working across media forms became the default grammar for both media consumption and personal expression and how multiplatform storytelling creates new media literacies and modes of civil discourse. Understanding this shift reveals transmedia as an essential building block of media literacy today. Transmedia is how we create, interpret, and participate in our increasingly mediated society. It extends beyond popular culture into professional and public spheres while, at the same time, it fuels the misinformation and polarization that have contributed to America’s fraying civic discourse. Reaching beyond traditional academic analyses, this probing collection of essays and conversations features transmedia practitioners sharing their experiences and inviting readers to imagine the types of multimodal stories and experiences they might create. Prioritizing conversation over a single unified theory, each section of this volume pairs thematically linked essays from international contributors with a dialogue between authors to create an accessible, practical synthesis of ideas.

We are now entering the third decade of the 21st century, and, especially in the last years, the achievements made by scientists have been exceptional, leading to major advancements in the rapidly growing fields of bioengineering and biotechnology. This annual collection, which highlights article submissions from our Editorial Board members, looks to explore new insights, novel developments, current challenges, latest discoveries, recent advances, and future perspectives in the field of Biosafety & Biosecurity.

Building on the foundation set in Volume I—a landmark synthesis of research in the field—Volume II is a comprehensive, state-of-the-art new volume highlighting new and emerging research perspectives. The contributors, all experts in their research areas, represent the international and gender diversity in the science education research community. The volume is organized around six themes: theory and methods of science education research; science learning; culture, gender, and society and science learning; science teaching; curriculum and assessment in science; science teacher education. Each chapter presents an integrative review of the research on the topic it addresses—pulling together the existing research, working to understand the historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty and graduate students and leading to new insights and directions for future research, the Handbook of Research on Science Education, Volume II is an essential resource for the entire science education community.

Digital Futures for Learning offers a methodological and pedagogical way forward for researchers and educators who want to work imaginatively with "what’s next" in higher education and informal learning. Today’s debates around technological transformations of social, cultural and educational spaces and practices need to be informed by a more critical understanding of how visions of the future of learning are made and used, and how they come to be seen as desirable, inevitable or impossible. Integrating innovative methods, key research findings, engaging theories and creative pedagogies across multiple disciplines, this book argues for and explores speculative approaches to researching and analysing post-compulsory and informal learning futures – where we are, where we might go and how to get there.