Abstract: The Science Literacy through Science Journalism (SciJourn) project aims to reframe the discussion of science literacy for citizenship, and explore how science journalism practices can be used to inform a cognitive apprenticeship that increases the science literacy of participants. This symposium features four paper presentations that report on the progress of the SciJourn project. We report on the development of standards for science content literacy based on the expertise exhibited by science journalists, assessment measures for science literacy, and assessment measures for engagement with science and technology. Finally, we describe our efforts aimed at apprenticing high-school aged learners into a science journalism community of practice spanning multiple schools and a community-based organization
Citation for the paper is: Polman, J. L., Saul, E. W., Newman, A., Farrar, C., Singer, N., Turley, E., Pearce, L.,Hope, J., McCarty, G., and Graville, C. (2010). A cognitive apprenticeship for science literacy based on journalism. In K. Gomez, Lyons, L., & Radinsky, J. (Ed.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 2, Short Papers, Symposia, and Selected Abstracts (pp. 61-68). Chicago, IL: International Society of the Learning Sciences.