Children’s Species Literacy as Estimated and Desired by Biodiversity Communicators: a Mismatch with the Actual Level

Abstract

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.

Euskal haur eta gazteen biodibertsitate-alfabetatzea: kezka iturri bat

“…[19][20][21][22]. Ikertzaile batzuek, gainera, "espezie alfabetatzea"ren baitan abilezia eta trebetasun batzuk ere sartzen dituzte, bereziki identifikaziorako abileziak [23] (ikus 1 irudia).…”

“…Barne hartzen ditu ezagutza zabala zein sakona, baina baita abilezia eta trebezia batzuk, bereziki identifikaziorako abileziak. Iturria: [23]tik moldatuta.…”

“…Hala, gizarte edo belaunaldi baten espezie-alfabetatze mailaren argazki orokorra edukitzeko ezagutza zabalaren diagnosia egitea eraginkorra da, lagin handiak azkartasunez analizatzea baimentzen baitu, erantzuleentzat eramangarri diren ariketak izanik erabilitako diagnosi tresna. Gainera, azken ikerketek iradokitzen dutenez, espezieen inguruko ezagutza zabala sakoneko ezagutzaren iragarle zuzena da [23]. 4…”

Species identification skills predict in-depth knowledge about species

“…Prior knowledge influences the way in which audiences respond [ 1 – 3 ], and materials can then be crafted according to existing knowledge gaps and misconceptions. However, research has shown that while people may be aware of their own level of knowledge [ 4 ], it is generally quite difficult to estimate knowledge levels in target audiences [ 5 – 8 ]. In different fields, professionals struggle with making accurate judgements, even when they are confident about their estimation and prediction skills [ 9 , 10 ].…”