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This study aims to explore the potential areas of overlap and reinforcement between critical science literacy and information literacy. As an awareness of the limitations of traditional definitions of scientific literacy and traditional science instruction has grown, there is an opportunity to apply a critical lens to science and IL.

The paper examines the literature of critical scientific literacy and connects it to information literacy practices.

There is considerable room for librarians to foster and support critical scientific literacy in parallel with information literacy. Both literacies align significantly.

IL for students in the sciences can and should take a more critical approach to instruction to support scientific literacy as well as ILI.

Traditional science literacy has had relatively limited impact perhaps, but critical science literacy offers a way to construct science literacy as a meaningful engagement; combining it with critical approaches to information literacy offers the opportunity to reinforce both skills.

This paper aims to describe a new application of Zotero, a citation management system, for embedded librarianship and assessment. It explores student reception of this approach and maps Zotero’s capacities to represent citations to learning outcomes and information literacy frames that instruction librarians assess.

The librarian worked with a course using Zotero group libraries for collaborative work, used Zotero to communicate with students and assess their information literacy skills and surveyed the students to determine their perception of librarian participation via Zotero.

Using Zotero’s features made it possible to formatively and summatively assess student work quickly, and students were receptive to librarian participation via Zotero.

This suggests that librarians facing difficulty embedding in online courses or those seeking to assess student work may wish to explore Zotero as a sustainable solution to both challenges.

This paper posits a solution to common challenges for online embedded librarianship and suggests a new technique for assessing student information literacy in a context that supports information literacy.