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For many years, the National Academy of Sciences (NAS)1 has been at the forefront in responding to challenges to the teaching of evolution, working with other national and state organizations with similar objectives (summarized in Alberts and Labov, 2004 ; Labov, 2005 ). The NAS has established a website2 that makes freely available its three current publications on evolution education (NAS, 1998 , 1999 , 2004 ; National Research Council, 1996 ). Other publications about evolution (e.g., Hazen, 2005 ; Ayala, 2007 ), a variety of position papers, and links to evolution resources from other organizations comprise the balance of the site.  One of these publications, Science and Creationism: A View from the National Academy of Sciences, 2nd ed. (NAS, 1999 ), has been widely used by people in many communities and especially by legal scholars and practitioners. It has been a prominent resource for major court cases, including Selman v. Cobb County Board of Education and Kitzmiller v. Dover Board of Education. The first edition (NAS, 1984 ) was originally prepared as an amicus brief for the United States Supreme Court.3 These booklets were important because they provided courts, educators, policy makers, and the public with a clear synopsis of the kinds of evidence that support both the fact and the theory of evolution, and they offered succinct explanations of the processes and nature of science (Ayala, 2008 ).  The second edition of Science and Creationism was released just before the ascent of the intelligent design creationism movement as a prominent voice in the “controversies” about evolution, and this publication devotes only two paragraphs to that challenge. Thus, the leaders of the NAS decided that an update to this booklet that addresses these more recent challenges was both timely and necessary. The new edition has been renamed Science, Evolution, and Creationism (SE&C) (Figure 1). Given the increasing importance of an understanding of evolution for prevention and treatment of disease, this new booklet has been developed jointly by the National Academy of Sciences and the Institute of Medicine (IOM).4 As with the two earlier editions, SE&C (NAS and IOM, 2008 ) was authored by a committee of prominent scientists, many of whom are members of the NAS or IOM. And, this committee includes two teacher leaders, both of whom have served as president of the National Association of Biology Teachers.    Figure 1.  Cover of Science, Evolution, and Creationism.    However, unlike its predecessors, this new edition was shaped to a large extent by a careful program of audience research. This research was initiated to bring about a better understanding of the frame of reference that the intended audiences bring to this issue. The committee decided early in the revision process that its goal was to successfully inform opinion leaders and influentials who could then use this information to help reframe5 discussions about the evolution “controversy.” By presenting authoritative scientific information in ways that address the questions and concerns of those who are unsure about teaching evolution in science classrooms, the authoring committee would provide opinion leaders and influentials (scientists, business leaders, clergy, teachers, members of school boards, policy makers, judges, lawyers, and others) with the tools needed to change the understanding and decisions of other people who comprise the “wobbly middle.” They defined the wobbly middle as the large percentage of citizens that various national polls have shown to be undecided about whether or not evolution, creationism, or some combination should be taught in public school science classrooms.

Understanding Our Audiences: The Design and Evolution of Science, Evolution, and Creationism