Programme A - First steps in communications: EMB Communications Panel
This session is an introduction to the basic principles of communicating and aims to equip those new  to undertaking public engagement or communications with the skills they need to get started and undertake impactful activities. The session will cover storytelling; how to identify key messages and build compelling content, social media principles, platforms and best practice and preparing for and conducting interviews with media outlets.

Programme B - The Plastic Ocean:

Ocean Plastics Lab - Julia Schnetzer (German Marine Research Consortium, KDM)

The Ocean Plastics Lab travels around the world science 2017. From Turin, Paris, Brussels, Washington,D.C., Ottawa to Berlin the interactive exhibition pops up on highly frequented places in the cities. It educates people about the problem of plastic in the ocean, the science behind it and how scientist but also the people themselves can contribute to solutions to tackle the plastic problem. This pop-up approach helps to especially reach out to people who might not be aware of the situation.

Communicating microplastics around the world, the Volvo Ocean Race experience - Sören Gutekunst  (GEOMAR)
We were able to install sampling devices for microplastic and sensors for salinity, temperature, and the partial pressure of CO2 on two of the Volvo Ocean Race Yachts during the 2017/18 edition. This allowed us to take samples in a consistent and unique way along the race track around the world. The results were communicated widely in media and the ocean summits that were held in several of the stop-overs. Here we will share our experience with the outreach of the project, and lessons learned.

Communicating marine litter: MIO-ECSDE showcases on the science policy-society interface -Thomais Vlachogianni (MIO-ECSDE)
The NGO community has an essential role to play in terms of enhancing communications on the science-policy-society interface towards effective responses to tackle marine litter and other societal challenges. How marine litter and its inherent dimensions have been communicated by MIO-ECSDE - a Federation of some 128 Mediterranean Environmental NGOs- illustrates the broad extent of involvement and interventions required for the protection of the marine and coastal environment.

Programme C - Ocean Literacy:

Making the invisible visible – public engagement and marine science - Jan Seys (VLIZ)
Sharing ocean science knowledge with the wider public is a major challenge and a high priority when advocating for more Ocean Literacy. On top of the traditional issues encountered when looking for a deep science-based interaction with a non-expert audience, the ocean is often considered as a remote environment and is highly undervalued in terms of its societal benefits. During this presentation, we will explore some best practices gathered during several European ocean related projects and within various existing marine science communication and education fora & directories. Based upon these examples, the lessons learnt can shed light on what might be the heart of marine science interaction with the wider public.

Blue School PT – Communicating the Ocean with schools - Bernardo Mata (Portuguese Directorate-General for Maritime Policy)
Ocean Literacy isn’t just about knowledge. It is also about being able to correctly communicate that knowledge. The Portuguese Ministry of Sea has been implementing the Blue School programme, aimed to distinguish the schools who work on Ocean Literacy. One of the requirements to become a Blue School is precisely to communicate its own project about the ocean. This presentation will show specific examples on how schools are approaching this often-neglected need to communicate their own actions.

Experimenting ocean literacy in Europe: practical feedback from the ResponSEAble project - Louise Ras (Oceanopolis)
The H2020 ResponSEAble project aims to “encourage Europeans to take a closer interest in their oceans and to treat them with greater respect and understanding”.  After creating Ocean Literacy tools (quiz game, actors’ portraits) we tested them with various publics. What did we learn? Did the DAPSI(W)R framework help us organise knowledge? How did we assess if our products changed people’s perceptions? How did we develop an awareness raising discourse while keeping our scientific impartiality?