This document discusses science literacy for librarians. It defines science literacy as having a basic understanding of scientific concepts and processes to make informed decisions. The document compares science literacy standards to information literacy standards and how they align. It argues that librarians can help promote science literacy by evaluating information sources, facilitating communication between scientists and the public, and developing collections that explain science in an accessible way. Overcoming stereotypes about science and libraries is important to improve scientific literacy for all.

1. Science
Literacy
for
Librarians
Sarah Rosencrans
August 10, 2011

2. Definition of Science
 Science is based on obtaining &
accumulating knowledge based on
principles of the scientific methods
& other proven models (In Defense
of Science, pg. 5)
 What do you think of when you
think of science?

3. Scientist by PJR (16), 2009
Scientist by TDR (13), 2009

4. Definitions of science literacy
 “We may define science literacy as an
acquaintance with science, technology,
& medicine, popularized to various
degrees, on the part of the general public
& special sectors of the public through
information in the mass media &
education in & out of schools.” (Shen,
1975, pg. 45)
 Three types: Practical, Civic, Cultural

5. Definitions of science literacy
 “Science literacy is much less a measure of technical
knowledge than of science awareness.”
 Attributes of science literacy
 Appreciation of the nature & aims of science & technology
 Knowledge of how science is funded, its conventional
practices, & application of discoveries
 Basic understanding of interpreting numerical data
 General grounding in selected areas of science
 Appreciation of interrelationship between science,
technology, & society
 Ability to update & acquire new scientific information in the
future.
(Sapp, 1992, pg. 25&26)

6. Mad Scientist and the
Guinea Pigs by EMR
(19), 2009

7.  American students are falling
behind in science & math
 Science is increasingly important
Why Science to every day life
Literacy?  Science encompasses some of
the major issues of the day
 Public health
 Climate change
 Alternative energy
 Jobs

8. Standards of science literacy
 Scientific literacy is the knowledge and understanding of scientific
concepts and processes required for personal decision making,
participation in civic and cultural affairs, and economic productivity.
 It also includes specific types of abilities. In the National Science
Education Standards, the content standards define scientific literacy.

Scientific literacy means that a person can ask, find, or determine answers
to questions derived from curiosity about everyday experiences.
 It means that a person has the ability to describe, explain, and predict
natural phenomena.
 Scientific literacy entails being able to read with understanding articles
about science in the popular press and to engage in social conversation
about the validity of the conclusions.
 Scientific literacy implies that a person can identify scientific issues
underlying national and local decisions and express positions that are
scientifically and technologically informed.
 A literate citizen should be able to evaluate the quality of scientific
information on the basis of its source and the methods used to generate it.
 Scientific literacy also implies the capacity to pose and evaluate
arguments based on evidence and to apply conclusions from such
arguments appropriately.
National Science Education Standards. 1996, pg. 22

9. ACRL Information Literacy Standards
1. The information literate student determines the nature and
extent of the information needed.
2. The information literate student acquires needed information
effectively and efficiently
3. The information literate student critically evaluates the
procured information and its sources, and as a result, decides
whether or not to modify the initial query and/or seek
additional sources and whether to develop a new research
process.
4. The information literate student understands the economic,
ethical, legal, and social issues surrounding the use of
information and its technologies and either as an individual or
as a member of a group, uses information effectively, ethically,
and legally to accomplish a specific purpose.
5. The information literate student understands that information
literacy is an ongoing process and an important component of
lifelong learning and recognizes the need to keep current
regarding new developments in his or her field.

10. Science & Information Literacy
1. The information literate student determines the nature and
extent of the information needed. (ACRL)
 Scientific literacy means that a person can ask, find, or
determine answers to questions derived from curiosity
about everyday experiences.
 …person can identify scientific issues underlying national
and local decisions…
 implies the capacity to pose[…]arguments based on
evidence…

11. Science & Information Literacy
2. The information literate student acquires needed
information effectively and efficiently
 Scientificliteracy means that a person can ask,
find, or determine answers to questions derived
from curiosity about everyday experiences.
 It means that a person has the ability to describe,
explain, and predict natural phenomena.

12. Science & Information Literacy
3. The information literate student critically evaluates the
procured information and its sources, and as a result, decides
whether or not to modify the initial query and/or seek
additional sources and whether to develop a new research
process.
 Scientific literacy entails being able to read with
understanding articles about science in the popular press
….
 A literate citizen should be able to evaluate the quality
of scientific information on the basis of its source and the
methods used to generate it.

13. Science & Information Literacy
4. The information literate student understands the economic,
ethical, legal, and social issues surrounding the use of
information and its technologies and either as an individual or
as a member of a group, uses information effectively, ethically,
and legally to accomplish a specific purpose.
 Scientific literacy entails being able to read with
understanding articles about science in the popular press
and to engage in social conversation about the
validity of the conclusions.
 Scientific literacy implies that a person can identify scientific
issues underlying national and local decisions and express
positions that are scientifically and
technologically informed.

14. Science & Information Literacy
5. The information literate student understands that
information literacy is an ongoing process and an
important component of lifelong learning and
recognizes the need to keep current regarding new
developments in his or her field.
 Scientific literacy means that a person can ask,
find, or determine answers to questions derived
from curiosity about everyday experiences.
 Importance of staying on top of current issues
 This could include preparation for a future career

15. Ercegovac, Z. (2003) Bringing the library into the lab.
School Library Journal, pg. 53

16. Scientist by LHN, 2009

17. Librarians & Science literacy
Science literacy is a
communication issue
“scientific information must be
accessible & comprehensible
in order to be useful” (Sapp,
1992, pg. 26)

18. Librarians & science literacy
 Evaluating information sources
 Popularization conundrum
 Accessibility vs. accuracy?
 Literature
 Think Frankenstein
 Movies
 TV
 CSI & Discovery Channel
 Video Games
 Cartoons, Comics

19. Detecting Scientific Fraud
1. Discoverers use science by press conference to directly
announce their discoveries rather than through fellow scientists
2. Discoverers claim various people have tried to suppress the
discovery
3. Anecdotal evidence is used to back up the claim
4. The discoverers work in isolation from the mainstream scientific
community
5. True believers cite ancient tradition in support of the new claim
6. The claimed effect appears so week that observers can hardly
distinguish it from noise. No amount of further work increases the
signal
7. The discovery requires a change in the understanding of the
fundamental laws of nature
(Park, 2000 qtd . in In Defense of Science, pg. 83)

20. Librarians & Scientific Literacy
 Facilitating communication
 Creating a better understanding of the information
seeking behavior of science-literate individuals
 Gauging characteristics of science literate
individuals
 Evaluate & apply the appropriate information
resources
 Evaluating popularizations of science for collection
development & reference services
 Science literacy needed to develop collections and
services to serve public education & science

21. Scientist by RDR, 2009

22. Science Literacy for the
Information Age
 Science stereotypes and library
stereotypes must be overcome to
promote scientific literacy
 Libraries have the resources to bridge the
communication gap
 Scientists must teach the principles & facts
 Information is easier to access than ever,
no excuse for being ignorant

23. Sources:
ACRL:
http://www.ala.org/ala/mgrps/divs/acrl/standards/infolitscitech.cfm
Ercegovac, Z. (2003) Bringing the library into the lab. School Library
Journal, pg. 53
National Science Education Standards (1996) Center for Science,
Mathematics, & Engineering Education.
http://www.nap.edu/openbook.php?record_id=4962
Sapp, Gregg. (1992) Science Literacy: A Discussion and an Information-
based Definition. College & Research Libraries, January, pp.21-30
Shen, Benjamin S.P. (1975) Science Literacy and the Public Understanding
of Science. Communication of Scientific Information, pp. 44-52)
Spellman, Frank R. & Price-Bayer, Joni. (2011) In Defense of Science: Why
Scientific Literacy Matters. Government Institutes.