The Evolution–Intelligent Design Debate: A Meaningful Context for Teaching the Nature of Science in Information Literacy. Part 2: Social Boundaries and Cognitive Models

Abstract

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 non-science before fulfilling the other goals of instruction. We introduce some criteria for science from its sociological and cognitive aspects, using the evolution versus intelligent design debate as a case study and propose a supplement to the above-mentioned standards.

Keywords:

• nature of science
• pseudoscience
• nonscience
• philosophy of science
• sociology of science
• cognitive science
• information literacy instruction
• ACRL Information Literacy Standards for Science and Technology
• evolution
• intelligent design