Water literacy, or the culmination of water-related knowledge, attitudes and behaviors, is a relatively new field of study with growing importance for sustainable water management and social water equity. However, its definition and use across existing literature are varied and often inconsistent. This paper seeks to synthesize and streamline the conception of water literacy. We conducted a systematic review of literature that defines or describes in detail either “water literacy” or “watershed literacy”. From this, we suggest a new holistic framework for water literacy to guide a more inclusive, relevant use of the concept. We utilized the framework to examine existing surveys and studies of water knowledge, attitudes and behaviors in both student and adult populations, and summarized water literacy levels and knowledge gaps that exist around the world. To address knowledge gaps, we suggest using a suite of approaches drawn from the published literature, including enhanced visuals, place-based learning, interdisciplinary curricula, and reflective and iterative development of future water literacy initiatives.

ABSTRACT. The presence of a seasonal snowpack in alpine environments can amplify climate signals. A conceptual model is developed for the response of alpine ecosystems in temperate, midlatitude areas to changes in energy, chemicals, and water, based on a case study from Green Lakes Valley–Niwot Ridge, a headwater catchment in the Colorado Front Range. A linear regression shows the increase in annual precipitation of about 300 millimeters from 1951 to 1996 to be significant. Most of the precipitation increase has occurred since 1967. The annual deposition of inorganic nitrogen in wetfall at the Niwot Ridge National Atmospheric Deposition Program site roughly doubled between 1985–1988 and 1989–1992. Storage and release of strong acid anions, such as those from the seasonal snowpack in an ionic pulse, have resulted in episodic acidification of surface waters. These biochemical changes alter the quantity and quality of organic matter in high‐elevation catchments of the Rocky Mountains. Affecting the bottom of the food chain, the increase in nitrogen deposition may be partly responsible for the current decline of bighorn sheep in the Rocky Mountains.

Habitat connectivity supports life history requirements of many arctic fish species during periods of flowing water. However, aquatic habitat connectivity is susceptible to change due to climate factors and land use, particularly in the 4,600 km 2 Fish Creek Watershed (FCW) located in National Petroleum Reserve in Alaska. Varying degrees and mechanisms of connectivity between overwintering habitat and summer foraging habitat motivated us to assess and classify aquatic habitat connectivity to help inform management. Using geospatial analysis and field methods we classified processes affecting connectivity within riparian corridors and upstream channels. Results show the dominant geomorphic process affecting connectivity varied among river systems, providing general and catchment-specific guidance as to the distribution of important migratory fish habitat. Barriers to fish passage caused by subsurface flow were more common along river corridors with high channel migration rates, whereas wetland flowthrough was the most common barrier in upstream catchments throughout the FCW. Coupling both riparian and catchment connectivity showed that 28 percent of catchments were classified as having fish-passable connectivity, indicated by no barriers present in the riparian zone or upstream channels. Future work should evaluate how well this classification predicts fish habitat, is useful to resource management, and is applicable to other arctic watersheds.

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The last decade has seen the rise of a watershed-based approach to monitoring and management of water resources as well as of community-based watershed partnerships. Academic institutions play a key role in watershed research and information transfer and are increasingly partnering with water managers to integrate student learning and service with watershed monitoring and remediation. In this paper, we review the literature on four models of educational–public partnerships that we identified: monitoring networks, experiential project-based programs, service learning programs, and university research institutes. With insights from the literature and our own experience teaching a service learning and watershed-based course at Colorado College, we examine the educational impact when technical information is transferred between academics and public stakeholders. We find that a watershed-based approach provides an educational opportunity that promotes interdisciplinary learning and civic responsibility. Information transfer in this setting requires quality control at the forefront and benefits from strong partnerships. Additionally, the use of Internet-based and map- or Geographic Information Systems (GIS)-based data warehousing has allowed for local to international data coordination and dissemination and will likely continue at the forefront of our efforts to protect and preserve precious water resources.