Short answer. Long answer: What you seem to describe is not scientific illiteracy. It's called running's one mouth or bullshitting. While that's also not very pleasant, there can be multiple reasons. What I consider to be scientific illiteracy is not understanding the more simple things: the water cycle, evolution, Newton's three laws of motion, the basics of radiation, basic chemistry. Stuff we were supposed to have learnt in high school (but that people didn't because of a poor curriculum, religion or X other reason). And due to how quickly and powerfully science is changing our world, I find it to be completely unacceptable to have no basis in science and mathematics whatsoever today. It is even more unacceptable if it is wilful - because of laze, beliefs or otherwise. And a LOT of accidents/events could be avoided with these - less chemical-related deaths, most people would most likely drive a lot more carefully, and they might not picket nuclear reactors under the basis of "OMG RADIATION". They might care more about the impact of our industries.
That knowledge is important and I won't argue such concepts aren't important in understanding science, but I also want to raise the idea that science literacy might be better described by the "how" such concepts are learned rather than exactly what is learned. Similar to learning language and literature, there are always new concepts to learn, and that's a part of being literate, but it's the underlying tools and strategies that really define someone as literate. There are many people who can absorb and communicate facts. When called upon, they can provide the "correct" answer. Unfortunately, such recitation sometimes only mimics literacy because it doesn't bring with it the essential understanding that extends onto other areas. Science literacy, to me, is best demonstrated when someone does not know a concept, but sufficiently applies strategic scientific inquiry to get an answer. The concepts you mention are better seen as ideas we can cut our teeth on to gain better understanding of how science can be done.