It would be easier to navigate our information world if we had a navigational system to guide us. Absent such a system, the authors of the five articles in this special issue propose different ways to help learners engage with scientific information, in light of the post-truth condition. I suggest that the contribution of these articles lies in their emphasis on encouraging deliberation-oriented practices, and in presenting a qualified view of science. I further argue that greater knowledge of this qualified science, as well as privileging science, may be necessary components. In order to have an impact on learners' lives, I encourage adopting a framework of mastery and appropriation, and giving greater attention to issues of appropriation.