Abstract
The concept of literacy is relevant in many areas of life, both inside and out of the classroom. With science, technology, engineering, and math (STEM) being fast-growing fields, STEM literacy in particular holds an important place in today's education system and beyond. While there is not a single definition for STEM literacy, it is impacted by possible assumptions educators make about students and the learning process. These assumptions are derived from many sources, including personal beliefs, past experiences, and learning theories that individuals utilize. This paper discusses the conceptualizations of STEM literacy and related limitations within three different learning theories: information processing, constructivism, and sociocultural theory. A theoretical framework is then discussed that addresses these limitations and incorporates a sociopolitical lens on scientific literacy, for the sake of helping educators identify and adjust their own perceptions for the sake of better supporting students.