An interlocking and interdependent ecology

Abstract

Purpose This study aims to explore the potential areas of overlap and reinforcement between critical science literacy and information literacy. As an awareness of the limitations of traditional definitions of scientific literacy and traditional science instruction has grown, there is an opportunity to apply a critical lens to science and IL. Design/methodology/approach The paper examines the literature of critical scientific literacy and connects it to information literacy practices. Findings There is considerable room for librarians to foster and support critical scientific literacy in parallel with information literacy. Both literacies align significantly. Practical implications IL for students in the sciences can and should take a more critical approach to instruction to support scientific literacy as well as ILI. Originality/value Traditional science literacy has had relatively limited impact perhaps, but critical science literacy offers a way to construct science literacy as a meaningful engagement; combining it with critical approaches to information literacy offers the opportunity to reinforce both skills.