The importance of the function of scientific dissemination in contemporary society cannot be ignored. In recent years this practice, with a high educational value, has changed media and face in an impressive way, by the use, with increasing effectiveness, of information tools, which are increasingly used, especially by the young and very young people, to “get an idea” of the world around them.
The increased flow of information has naturally multiplied the risks and opportunities inherent in scientific dissemination, re-proposing age-old problems that urge pedagogy to promote a critical and problematizing habitus with respect to both the fruition of mainstream content and its production for the broad audience of users.