No abstract

Biodiversity is a fundamental part of sustainable development, yet it is threatened by numerous factors associated with human population growth. The current lack of broad-based support for biodiversity conservation may be explained by the widening gap between people and nature. In order to conserve biodiversity, people should be engaged in biodiversity, yet it is not yet clear what potential is present in highly urbanized environments. We conducted semi-structured interviews with twelve biodiversity communicators in the Netherlands, a highly urbanized country, and used their perceptions and experiences to explore motivations, opportunities and challenges for expanding the role of biodiversity in people’s lives in an increasingly urban world. Overall, the interviewees perceived the current role of biodiversity in laypeople’s lives to be too limited, but they were positive about the potential to expand the role. Based on communicators’ perceptions potential lies in a combination of direct exposure to biodiversity outdoors, the media, and education. Furthermore, strategically designed communication is also expected to play an essential part in opening people’s eyes for biodiversity. The results are valuable both at national and international levels, as they can motivate and aid professionals operating in urbanized contexts at reaching out to their audiences about biodiversity.

To raise biodiversity awareness effectively, communicators should be aware of knowledge levels in their audiences. Species identification skills have been used in the past as a measure of what people know about species, yet it is not known whether they serve as good indicators. To study the link between species identification and in-depth species knowledge, we presented an animal knowledge test to an online audience of over 7,000 Dutch adults, and used correlation and regression analyses to determine the extent to which species identification predicts in-depth knowledge about species’ origin, habitat, diet, and behavior. We found that in-depth knowledge was higher in those who correctly identified species as compared with those who did not correctly identify species, for all four types of in-depth knowledge. Moreover, as compared to alternative variables (work, age, gender, and educational level), species identification was by far the best predictor for in-depth knowledge about species. However, species identification levels were generally higher than levels of in-depth knowledge, and knowledge gaps and misconceptions were uncovered. The results confirm the value of species identification tests, but also highlight limitations and challenges that should be taken into account when establishing knowledge levels and communicating biodiversity.

While biodiversity decline continues and laypeople’s knowledge about species is limited, especially in children, high-quality communication is needed to raise awareness. For this, communicators should be aware of current knowledge levels in their target groups. We compared biodiversity communicators' estimates of the average species literacy level in primary school children with the actual level. Moreover, we explored the importance that communicators placed on species literacy and the level that they desired. Estimations of children’s average knowledge level varied widely and differed from the actual level. In particular, communicators overestimated the species literacy level. Although most biodiversity communicators agreed that knowledge about species is important, their view differed as to why species literacy would be important. Moreover, communicators differed with respect to the relative importance attached to different knowledge components. Professionals may thus benefit from a detailed framework of species literacy that illustrates different aspects and values. Most importantly, our findings suggest that to bridge the gap between actual and desired knowledge levels in children effectively, biodiversity communicators first need to become more aware of current perceptions in young audiences.

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