About the Journal

Focus and Scope

The Canadian Journal of Science Communication is an interdisciplinary peer-reviewed, open-access publication dedicated to showcasing original science communication by STEM+ graduate students in Canada. At this time, the journal exclusively features works developed during the Create-A-Thon at ComSciConCAN, a national science communication conference for Canadian graduate students.

We welcome a variety of formats, including but not limited to written, visual, audio, and multimedia pieces that communicate science, research, and knowledge to non-specialist audiences. The journal values creativity, accessibility, and diverse perspectives, and encourages innovative approaches that reflect the dynamic nature of science communication.

Peer Review Process

The Canadian Journal of Science Communication (CJSC) uses an open, two‑stage peer‑review system designed for the Create‑a‑Thon workflow. Each participant submits a science‑communication piece—text, audio, or video—that first receives constructive feedback from fellow Create‑a‑Thon attendees. A second review is then carried out by external science‑communication experts. Both rounds concentrate on narrative flow, audience accessibility, and scientific accuracy rather than line‑by‑line edits. Authors revise their work in response to these comments and, after the conference, submit the polished piece to CJSC. All the revisions henceforth are handled by the editors of the journal. Once accepted, the piece proceeds through copy‑editing, multimedia layout, and author proofing.

Publication Frequency

The Canadian Journal of Science Communication publishes two issues per year.

Open Access Policy

All content published in The Canadian Journal of Science Communication is open-access and published under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0). This permits sharing material with proper attribution, provided it is not used for commercial purposes and is not modified. For any requests to share or distribute the material beyond these terms, please contact the journal at halla45@mcmaster.ca.

Equity, Diversity, and Inclusion (EDI) Statement

The Canadian Journal of Science Communication acknowledges and values the diversity and lived experiences within our science communication community. We recognize our responsibility to actively contribute to a more equitable and just society.

We are committed to ensuring that our community of authors reflects the richness of the Canadian population. We strongly encourage submissions from historically excluded groups, including—but not limited to—Indigenous Peoples of Turtle Island (Canada), visible minorities, persons with disabilities, and members of the 2SLGBTQIA+ community.

We recognize that the ongoing lack of equity, diversity, and inclusion (EDI) is harmful to the scientific and science communication fields. Prioritizing EDI efforts fosters empathy by amplifying diverse stories, experiences, and perspectives. This not only promotes understanding but also drives meaningful change within broader communities. EDI enhances inclusivity, challenges systemic biases, and ensures that all voices are heard, valued, and empowered.

For further information regarding our commitment to EDI, please refer to our Code of Conduct.

Journal History

The Canadian Journal of Science Communication was established in 2025 by members of the ComSciCon Canada Non-Profit Organization.

The founding editors are:

  • Dr. Alexander Hall, Assistant Professor in the School of Interdisciplinary Sciences at McMaster University
  • Devi Ayyagari, PhD candidate in Computer Science at Dalhousie University
  • Juliet Rowe, PhD in Health student at Dalhousie University
  • Maya George, PhD candidate in Biochemistry at McMaster University
  • Ryan Ha, MSc student in Medical Microbiology and Infectious Diseases at the University of Manitoba.

From the Publisher

The Canadian Journal of Science Communication is overseen by Dr. Hall and managed by members of ComSciCon Canada Non-Profit Organization who are current (or recent) Canadian STEM+ graduate students.