In today’s learning environment, adult learners conduct learning episodes on the Internet meaning they are now expected to approach a self-directed science-based learning endeavor with knowledge of digital tools (digital literacy), knowledge of the science content (science literacy), and critical thinking skills to evaluate online resources (information literacy). Are adults equipped with such skills to discern credible science-based resources? If so, how are these adults discerning credibility, especially when they encounter conflicting science-based information. A recent qualitative study was conducted to delve into these questions. Participants engaged in real-time science-based Internet searches and provided feedback on rationales behind their credibility decisions. Findings from this study provided three strategies to assist those serving adult audiences in ways in which science-based resources might be best dissimilated online, especially when focused on controversial science issues such as fracking and climate change. The three strategies are (a) internally evaluate online resources, (b) conduct a usability study of online resources, and (c) stay dynamic with types of science-based resources and how to best meet the changing needs of the adult populace.

中文翻译：

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成人科学学习：数字、科学和信息素养的交集

在当今的学习环境中，成人学习者在互联网上进行学习，这意味着他们现在应该通过数字工具知识（数字素养）、科学内容知识（科学素养）和评估在线资源的批判性思维技能（信息素养）。成年人是否具备识别可靠科学资源的能力？如果是这样，这些成年人如何辨别可信度，尤其是当他们遇到相互矛盾的基于科学的信息时。最近进行了一项定性研究来深入研究这些问题。参与者参与了基于实时科学的互联网搜索，并就其可信度决定背后的理由提供了反馈。这项研究的结果提供了三种策略，以帮助那些以科学为基础的资源可能最好地在网上异化的方式为成人受众服务，尤其是在关注有争议的科学问题时，例如水力压裂和气候变化。这三种策略是 (a) 内部评估在线资源，(b) 对在线资源进行可用性研究，以及 (c) 与基于科学的资源类型保持动态以及如何最好地满足成年人不断变化的需求。