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Critical information literacy as core skill for lifelong STEM learning in the 21st century: reflections on the desirability and feasibility for widespread science media education

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Abstract

Grace Reid and the late Stephen Norris argue in this issue the urgent need for widespread Science Media Education (SME) as an integral part of formal and informal science education. SME is to achieve two goals: First, allow learners to critically evaluate any media as a source for scientific information by understanding the socio-economic and socio-cultural context of how and why news and entertainment media are created, and secondly, utilize media as a legitimate and productive source for science education and science learning. While laudable, I will argue that SME as an integral part of STEM education is unrealistic, and offer instead that the broader concept of Information Literacy might be more easily achieved within the current strong movement to conceptualize STEM education via science and engineering practices and within the broad goals of strengthening learners’ 21st century skills.

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Authors and Affiliations

  1. Center for Research on Lifelong STEM Learning, Oregon State University, Corvallis, OR, 97331, USA

    Martin Storksdieck

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  1. Martin Storksdieck
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Correspondence to Martin Storksdieck.

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Lead Editors: L. D. Dierking and J. H. Falk.

L. D. Dierking and J. H. Falk Editors for Special Issue, 2020 Vision: Envisioning A New Generation of STEM Learning Research.

This review essay addresses issues raised in Grace Reid and Stephen P. Norris’ paper entitled Scientific media education in the classroom and beyond—a research agenda for the next decade.

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Storksdieck, M. Critical information literacy as core skill for lifelong STEM learning in the 21st century: reflections on the desirability and feasibility for widespread science media education. Cult Stud of Sci Educ 11, 167–182 (2016). https://doi.org/10.1007/s11422-015-9714-4

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  • DOI: https://doi.org/10.1007/s11422-015-9714-4

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