Science literacy: A discussion and an information-based definition

Abstract

Recently, science literacy has been the subject of much discussion in both the scholarly and popular press. The concept of science literacy encompasses two distinct but related dimensions: the first being concerns for the quality of scientific and technical education that American students receive at all levels, and the second being deficiencies and misconceptions that exist in the overall public understanding of science. Several definitions of science literacy identify the ability to find and to use appropriate information as being a fundamental characteristic of a scientifically literate individual. Building upon this idea, this article suggests that librarians-information experts-could play a significant role in the promotion of science literacy and recommends ways by which this might be accomplished.