The Evolution-Intelligent Design Debate: A Meaningful Context for Teaching the Nature of Science in Information Literacy. Part 1: Historical Background and Philosophical Considerations

Although absent from the ACRL Information Literacy Standards for Science and Technology, the ability to distinguish between what is and is not science is an essential component of information literacy. Addressing this question requires the librarian to introduce concepts such as the nature of scienc...

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Bibliographic Details
Published in:Science & technology libraries (New York, N.Y.) N.Y.), 2011-09, Vol.30 (4), p.354-371
Main Authors: Lascar, Claudia, Mendelsohn, Loren D.
Format: Article
Language:English
Subjects:
ACRL Information Literacy Standards for Science and Technology
Biology
Criteria
Education
Evolution
Exact sciences and technology
Information and communication sciences
Information literacy
Information science. Documentation
intelligent design
Librarians
Libraries
Library and information science. General aspects
Library science
Literacy
nature of science
nonscience
Philosophy
Philosophy of science
Pseudoscience
Science
Sciences and techniques of general use
Teaching
Technology
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Summary:Although absent from the ACRL Information Literacy Standards for Science and Technology, the ability to distinguish between what is and is not science is an essential component of information literacy. Addressing this question requires the librarian to introduce concepts such as the nature of science, its realm, rules, and limits, as well as the nature of pseudoscience and nonscience before fulfilling the other set goals of instruction. We present some historical background, followed by a discussion of some of the demarcation criteria for science from the philosophy of science using the evolution versus intelligent design debate as a case study.
ISSN:0194-262X
1541-1109
DOI:10.1080/0194262X.2011.626338