Science Literacy: A Collaborative Approach

Abstract Timely topics in microbiology were used to engage students in a non-science majors microbiology course designed to introduce the principles of biology and the role of microorganisms in nature and human affairs, as well as to develop an understanding of the scientific process. A learner-centered outcome-based library component for this class, based on the principles of teaching information literacy, was developed collaboratively by the microbiology professor and the science librarian, in order to compel students to think critically about information sources. Introduction Science literacy should be an integral part of an undergraduate education. It is not just science majors who will determine science policy, but those who majored in business, communications, education, art, political science, or any other nonscientists who choose to participate in policy making. This paper describes an undergraduate microbiology class for non-science majors that uses the principles of teaching information literacy in a collaborative learning environment so that students become science literate. The National Science Foundation's Science and Engineering Indicators highlight the lack of knowledge about science and technology or the scientific process among Americans (National Science Foundation, 2002). In 2001, for example, only about 50% of the people surveyed knew that it takes a year for the earth to revolve around the sun or that antibiotics do not kill viruses. The importance of science literacy, to make all people able to use scientific information to discuss and make decisions about issues involving science and technology, is emphasized in the National Science Education Standards for K-12 (National Research Council, 1996) and undergraduate education (National Research Council, 1999). Davis (2000) defines the world of scientists in terms of how they do research and communicate their results. He stresses the importance of the public's understanding of this world to help them understand science issues. The advent of the Internet and 24-hour news has increased the public's access to information. Concerns about the environment, health, and biotechnology appear daily in the news. In order to prepare students to make decisions about these issues for themselves and to influence public policy, all students, not just science majors, need a level of science literacy that will help them evaluate information for relevance and credibility. Science literacy and information literacy are based on inquiry and critical thinking. Windschitl and Bettemer (2000) define science inquiry as a style of flaming questions, searching for answers, and connecting what is learned to what is already known. The authors describe the process as exploring to find the right questions, probing for answers, and defending the answers to others. Carol Kuhlthau (1993) and Sonia Bodi (2002) write about research as a process and the importance of questions in developing information literacy. Asking questions about a topic leads to reflection and critical thinking. The Association of College and Research Libraries' (ACRL) (2003) information literacy standards for higher education define information literacy as knowing of how to look for, evaluate, and use information. Laherty (2000) compared the National Science Education Content Standards with the ACRL Standards and found these commonalities: learning in the context of inquiry, the emphasis on learning as a process, and the finding, understanding, and using information to answer questions, which suggests that the principles of teaching information literacy should apply to teaching science literacy. Assessment of student learning is an essential tool to help faculty, as well as students, reflect on the learning that takes place in their classes. Faculty can use assessment to make changes in their classes in order to align what they are teaching with what students are learning (Angelo & Cross, 1993). …