ABSTRACT
The importance of science literacy for the well-being and progress of individuals and societies has long been recognized, and its links to civic engagement and participation in policy decision-making are often cited as strong supporting arguments in policy documents promoting science literacy. This chapter argues that the role of science literacy extends beyond these traditionally recognized areas and must be seen within the broader framework of the critical multiliteracies needed for the development of fairer and more equitable societies. In particular, for science literacy to effectively contribute to civic engagement and societal progress, it must be developed and promoted alongside psychosocial and environmental literacies and social justice literacies (Robinson, 2020). The chapter suggests possible areas of intervention and outlines the potential implications of a critical-theory-informed approach to science literacy development for the attainment of positive social change.
