Abstract
The predominant conceptualization of scientific literacy occurs on the micro scale of an individual person. However, scientific literacy can also be exhibited at the meso scale by groups of people in communities of place, practice, or interest. What comprises this community level scientific literacy (CSL) is both understudied and undertheorized. In this paper, we utilized a systematic literature review to describe how CSL is characterized in the extant literature and a Delphi survey of experts to elicit more current thought. Guided by cultural‐historical activity theory, inductive and deductive analyses produced seven elements of CSL and their constituent characteristics: (1) resources, (2) attributes of those resources, (3) actors, (4) interactions between actors, (5) contexts, (6) topics, and (7) purposes. The typology created through this process is meant to be generative, serving as a starting point for continuing refinement within science education and other fields related to science learning and knowing.
