Connecting the public with science:comic books and libraries

Abstract

Scientific and technological advancements have made the world a more complex place to live (Castells, 1996; Friedman, 2008; Nicolescu, 2002) and are considered important to a nation’s economic health as well as to the quality of life for citizens (American Competitiveness Initiative, 2006). In everyday life citizens are confronted by a plethora of science issues ranging from nanotechnology (e.g. Anderson, 2010; Barras, 2009; Brindell, 2009; Fletcher, 2009; The power, 2009) to genetically modified food (Batista & Oliveira 2009; Fennell, 2009; Smith, 2007)) to climate change (e.g. Steyn 2010; Walsh & Ramzy, 2009; What lies beneath, 2009). This suggests that formal education provided by schools needs to adapt quickly to the rapidly growing complexity in the environment, however, schools are often limited by lack of funding and specific curriculum requirements. Librarians already facilitate the scientific process by being active partners in the full information life cycle for audiences including scientists and citizens. However, reaching young people poses a special challenge and the positive lessons learned from graphic novels (Crawford, 2004; Downey, 2009; Heaney, 2007) suggest that libraries can supply another media that facilitates young people’s interest in science information through another media that is also very attractive -- comic books. To support the idea that comic books are a valid media to collect and provide access to, this study explores how comic books readers are reacting to comic books in relationship to information about science, technology and scientists with particular attention on how comic books spur information seeking.