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Given a world frame of reference, instead of a parochial point of view, it is possible that we might find new ways of formulating and presenting knowledge, and of using the modern system of communication effectively among peoples of all cultures.

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This timely and engaging book addresses communicative issues that arise when science and technology travel across socio-cultural boundaries. The authors discuss interactions between different scientific communities; scientists and policy-makers; science and the public; scientists and artists; and other situations where science clashes with other socio-cultural domains. The volume includes theoretical proposals of how to deal with intercultural communication related to science and technology, as well as rich case studies that illustrate the challenges and strategies deployed in these situations. Individual studies explore Europe, Latin America, and Africa, thus including diverse Global North and South contexts.

This commentary considers the separate but interconnected evolution of science communication and environmental communication as fields of research and practice, and argues for better mutual understanding between the fields, including an understanding of necessary differences. It notes that the repertoires of science communication and environmental communication overlap but have different emphases. Environmental communication emphasises public allegiances with a view to persuasion; science communication has focussed on public understanding and appreciation of science. The potential and the need for closer cooperation are growing as the authority of science is challenged in political arenas. Both fields recognise the important contributions of science to public sense-making and informed decision-making on major issues. Increasing engagement with the science that underpins environmental issues could benefit environmental communicators. In political contexts, science communication could learn from environmental communication's greater attention to advocacy and symbolic representations.

The purpose of the article is to reveal the communicative component of library's activities within the framework of its participation in science and society communication (CSS) in Russian realities. The experience of popularizing science available in the practice of libraries does not allow us to declare its involvementin the processes of CSS. It needs critical refl tion and adaptation to the modern information and communication environment; an assessment of the effectiveness of the library as a participant is required.The article presents theoretical aspectsof library'sfunctions as CSS participants.Institutional characteristics are considered andanalyzed from the point of view of communicativefunction and communication processesoccurring in various social fields; and communicativepractices implemented by the library –with the provisions of the types of social communication(verbal, documentary, electronic).The library has obvious opportunities for implementationas a member of CSS, first of all, beingan element of documentary communications, itcan create an information environment, providingreaders with the high-quality reliablecontent; participate in forming the cognitiveactivity of readers and encourage and supporttheir self-education activities, including throughoral and hybrid forms of interaction, andinclusion in the electronic environment significantlyexpands the communication capabilities of libraries. The prospects for the participation of libraries in CSS as an intermediary are justified by the fact that they have their own contingent, platforms and specific technologies of communication impact. Hypothetically, libraries can use all existing forms and formats of CSS events,combining, expanding and supplementing them with their own (traditional and innovative), where a specialist – scientist, writer, scientifi journalist, scientifi communicator – will actas a popularizer. Thus, optimal conditions canbe establishing to satisfy people`s cognitive interest that forms the modern scientifi state and stimulate them to receive new scientific knowledge throughout their lives.