All knowledge is a form of literacy, some more worthwhile than others. People's ability merely to navigate the current global society requires many types of literacy. Science literacy--the ability to read, evaluate, communicate, and apply the vast array of often conflicting information in the domain of science--is critical. The development and transference of AIDS, SARS, West Nile disease; the swings of medical practice on hormone replacement, cancer treatments, and knee surgery; the rise in childhood obesity and diabetes; the discovery of new planets circling distant stars; defense systems, chemical and biological weapons; are just a few examples of science as part of our everyday lives. The need for literate citizens in science is inarguable. But, how do we make sure that students are able to make thoughtful decisions about their world?

What is science?
The current controversy can be simplified into two camps. One camp regards science as a collection of information. The second believes it is a way of thinking and reasoning.

What does it mean to do science?
Doing science means engaging in long-term, meaningful investigation of a rich environment designed by the student in conjunction with the teacher.
Specific objective: Students develop questions about the natural world, which they pursue in a supportive atmosphere of inquiry.

What does it mean to be scientifically literate?
Science literacy involves not only knowledge of scientific terms and practices, but also reading, writing, questioning, representing, planning, modeling, collecting data, making conjectures, evaluating statements, developing argument based on evidence, revising, communicating findings, and applying findings to the larger environment.
Specific objective:

• Students read/view/listen to a wide variety of scientific resources, including informational texts (print and electronic); research; newspaper, magazine, and journal articles; field guides; maps; instructional manuals; educational videos; science related picture books and children's literature, etc.
  
• Students write their science understandings in each of those genres.
  
• Students draw, graph, table/chart, etc., their understandings.
  
• Students develop good questions to research.
  
• Students develop plans for actions to find answers to their questions.
  
• Students model their ideas and understandings using electronic, mathematic, and physical simulations or models.
  
• Students collect information to help them answer their questions.
  
• Based on their information, students attempt to answer their questions.
  
• Based on their information, students develop a logical argument for their answer and communicate that argument to their peers.
  
• Using peer questions and comments, students check/revise their findings and redevelop their argument accordingly.
  
• Students revise their questions, evidence, and argument so that they are applicable to the real/natural world.

What is the role of student talk in developing literacy?
Collaboration by scientists, even across national and political boundaries, has long been the norm. Further, peer review of work is another hallmark of scientific pursuit. The rationale behind both is the benefits of social construction of knowledge. Scientists talk to each other and help each other think about complex problems. Students, too, engage in discussion in pairs, small groups, and large with the purpose of helping each other think by sharing knowledge and experience. Student talk can push understanding forward.
Specific objective: Students will share their understanding by working in collaborative groups and by presenting their research to the class on a regular basis.

How can student talk be evaluated?
Teachers fear that if students are talking, they aren't working. Student talk can be evaluated through student transcripts of conversations via lab notes of their daily interactions. Further, research meetings, using presentation and listener sheets that are turned in to the teacher, can serve as a record of the progression of ideas. Through student interviews and reflections, increasing complexity of student ideas and concepts based on student talk can be documented.
Specific objective: Students increasingly will share, extend, and refine each other's ideas, tools, and expertise as part of a community of scientists.

How can student science literacy be supported and extended?
Students need many and diverse opportunities to behave as scientists. Scientists observe carefully, looking for patterns and anomalies. They often work collaboratively. They meet in research groups to present their findings and get input from colleagues. They ask for help from other knowledgeable people.

However, scientists must first keep careful documentation of their questions, actions, information, and suppositions. They must keep track of their science world through reading, writing, listening, presenting, and representing ideas, data, and interpretations.

Some of the ways students can enter that world are through keeping regular nature journals and careful laboratory notebooks. Classes can make field guides and taxonomic keys to their outdoor research sites. They can read extensively in science literature and create their own topic books to share their expertise.