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.

中文翻译：

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社区科学素养的概念化：系统文献综述和德尔菲法专家调查的结果

科学素养的主要概念化发生在个体的微观尺度上。然而，科学素养也可以通过地方、实践或兴趣社区中的人群在中观尺度上表现出来。这种社区层面的科学素养（CSL）的组成部分尚未得到充分研究和理论化。在本文中，我们利用系统的文献综述来描述现有文献中 CSL 的特征，并通过德尔菲专家调查来引出更多当前的想法。在文化历史活动理论的指导下，归纳和演绎分析产生了CSL的七个要素及其构成特征：（1）资源，（2）这些资源的属性，（3）行动者，（4）行动者之间的互动，（5）上下文、(6) 主题和 (7) 目的。通过这一过程创建的类型学旨在具有生成性，作为科学教育和与科学学习和认知相关的其他领域持续完善的起点。