Emphasizing preparing for a range of different audiences, Chapter 17 opens by asking readers to think about who might respond particularly well to the demonstrations that they are developing. The chapter contrasts audiences in informal learning settings and elsewhere. For the former, it’s important to have a pitch that is friendly and enthusiastic, and to be clear that your activities are free for everyone. Strategies for increased inclusivity are suggested. Summarizing some guiding principles, the chapter returns to the strands of science learning in the context of knowing your goals; considering how given and new vary across people, and planning ahead are also emphasized. Concerning applied audiences such as teachers or lawyers or policy makers and academic audiences, the principle that incomplete is not incorrect is again stressed. With all kinds of audiences, practice is paramount. The Worked Example uses a demonstration with George Bernard Shaw’s "ghoti" spelling, adjusting the spin for several different audiences.

Chapter 5 opens by asking readers to consider the audience in an informal learning venue. What might those people want from the demonstration that a reader is developing, and what might be most appealing about it? The ideal conversation considers both where the expert, regardless of level, is coming from and where the audience, regardless of goals, is coming from. Brief description of goals that such audiences might have refers to a study of science center visitors. The study identified people looking to feed their general curiosity, people looking to learn about a specific topic, people helping others learn (such as parents or teachers), and people looking for new and fun experiences. Readers are encouraged to look for and embrace these and other differences in whatever public they interact with, which differences can reflect types of venues and local populations. Discussion of two demonstrations exemplifies these points. One demonstration is on the linguistic elements in dinosaur names, and the other is on stressed syllables in Spanish. The chapter also tackles exclusion, as when a museum is unaffordable or signage is monolingual.