The question of whether religious explanations about the origin of life should be taught alongside scientific ccounts in compulsory science education has sparked controversy in several countries for decades. An important  and isible site for these controversies is media reporting. For example, in spring 2002 a case of teaching creationist ideas longside evolution theory in schools generated extensive coverage in the UK press. The research in this paper  focuses n the role of expertise in news production. The methods used are semi-structured interviews conducted with  media rofessionals that reported this issue in UK newspapers. The research tries to answer questions about how  media rofessionals select and assess the credibility and information provided by their sources and experts, as well as  what akes this issue newsworthy for these journalists. The paper presents some illustrative results from this part of  the esearch, investigating questions of news production about teaching creation/evolution from the point of view of  the edia professionals. The paper therefore informs ongoing debates about how scientific controversies come to be epresented in newspaper  coverage.

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Analysing the production of UK newspaper coverage
The case of evolution/creationism

Joachim Allgaier   Centre for Research in Education and Educational Technology, The Open University, UK.

The question of whether religious explanations about the origin of life should be taught alongside scientific ccounts in compulsory science education has sparked controversy in several countries for decades. An important  and isible site for these controversies is media reporting. For example, in spring 2002 a case of teaching creationist ideas longside evolution theory in schools generated extensive coverage in the UK press. The research in this paper  focuses n the role of expertise in news production. The methods used are semi-structured interviews conducted with  media rofessionals that reported this issue in UK newspapers. The research tries to answer questions about how  media rofessionals select and assess the credibility and information provided by their sources and experts, as well as  what akes this issue newsworthy for these journalists. The paper presents some illustrative results from this part of  the esearch, investigating questions of news production about teaching creation/evolution from the point of view of  the edia professionals. The paper therefore informs ongoing debates about how scientific controversies come to be epresented in newspaper  coverage.

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