Co-creating a Sea Change Social Marketing Campaign for Ocean Literacy in Europe: A Digital Interactive Tool for Environmental Behavior Change

Domegan, Christine; McHugh, Patricia; McCauley, Veronica; Davison, Kevin

doi:10.1007/978-3-030-13020-6_26

Cited by 8 publications

(3 citation statements)

References 15 publications

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“…To date, co-design has proved successful in many contexts (Domegan et al, 2019; Mehmet et al, 2020), and differences between user-generated ideas and expert-generated ideas have been observed (Dietrich et al, 2016; Hurley et al, 2018). Benefits of co-design have been observed for researchers, users, and society at large (Slattery et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Integrating Theory in Co-design: An Abductive Approach

Hurley

Dietrich

Rundle‐Thiele

2021

Australasian Marketing Journal

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Co-design empowers people, giving them a voice in social marketing program design; however, approaches have mostly excluded expert knowledge. An abductive approach to co-design allows for inclusion of expert knowledge, providing theoretical guidance while simultaneously investigating user views and ideas extending understanding beyond known effective approaches. We use the seven-step co-design framework and outline how an abductive inference can be applied to co-design. Social cognitive theory constructs were integrated into the seven-step co-design process. The abductive approach to co-design was tested in two co-design sessions involving 40 participants. Findings demonstrate that theory can be successfully integrated into the seven-step co-design process through utilization of theory-mapped activity cards. This article provides guidance on how theory can be incorporated into ideation and insight generation. Limitations and future research recommendations are provided.

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Section: Literature Reviewmentioning

confidence: 99%

Integrating Theory in Co-design: An Abductive Approach

Hurley

Dietrich

Rundle‐Thiele

2021

Australasian Marketing Journal

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“…The research reported here advances the latest social research on citizen and stakeholder attitudes, perceptions, and values to help identify and design impactful and feasible calls to action, focused on education, community and governance actors, and is directly targeted at citizens. While education and traditional advertising can be effective in creating awareness, numerous studies document that behavioural change rarely occurs as a result of simply providing information, but rather comes about through diverse initiatives (Domegan et al 2018;Hastings and Domegan 2014) delivered at the community level focusing on removing barriers to environmental literacy which in turn increases the effectiveness and impact of change (McHugh et al 2016a). Barriers to an individual's environmental literacy is a complex problem and Markos et al (2017, 231) acknowledge this in their description of an individual's environmental literacy as: the outcome of a number of interplaying attributes: affect, ecological knowledge, socio-economic knowledge, knowledge of environmental issues, skills, additional determinants of environmentally responsible behavior, and environmentally responsible behavior.…”

Section: Introductionmentioning

confidence: 99%

Collective intelligence for advancing ocean literacy

McCauley

McHugh

Davison

et al. 2019

Environmental Education Research

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Ocean literacy is an understanding of the ocean's influence on us and our influence on the ocean. A lack of ocean literacy presents a significant obstacle for citizens to engage in environmentally sustainable behaviour, and thus is acknowledged as a 'complex problem' that requires deliberative participation and joint-action by stakeholders across domains. The aim of the article is both to demonstrate the value of Collective Intelligence (CI) as a methodological tool to advance and enhance the promotion of environmental literacy, and to share outcomes from using the CI approach. The participatory context behind CI illustrates that working "with" a range of stakeholders across marine education, outreach, regulation and policy, to debate how to better promote ocean literacy among young people, improves ocean literacy and broadens society's awareness of sustainable marine environments. Findings reveal a hierarchical barrier structure localised to each country, a valuable order of echelon toward environmental change.

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“…This requires enduring and substantial change of basic societal institutions, technologies, and cultural patterns (Patterson et al, 2017;Jacob et al, 2022). Ocean literacy empowers people as "ocean citizens" who make informed lifestyle choices to minimize negative impacts on ocean health and thereby participate in the transformation of the human-ocean relationships for sustainability (Fletcher and Potts, 2007;Domegan et al, 2019;Buchan et al, 2023).…”

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confidence: 99%

Ocean literacies: the promise of regional approaches integrating ocean histories and psychologies

2023

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The current concept of ocean literacy reflects a prerequisite for achieving ocean sustainability. Existing ocean literacy reflects a fundamentally western view of oceans that works in tension with ocean literacy goals. Although ocean literacy practitioners and researchers are, laudably, starting to incorporate Indigenous knowledges and perspectives from BIPOC communities, attention to historical change continues to be left out of ocean literacy, to the detriment of ocean literacy goals. This article points out that, given the reality that human-ocean relationships have changed over time, and differed among cultural groups in the past as well as in the present, ocean literacy needs to incorporate ocean history at a foundational level. Because there are historical differences in human relationships with oceans, it stands to reason that regional ocean literacies must be more effective than a universal and timeless ocean literacy framework. Following the logical efficacy of a regional approach to ocean literacy, this article further argues that regional ocean literacies should involve the systematic inclusion of emotional elements. Regional ocean literacies should be constructed through knowledge co-production, involving diverse types of expertise, knowledge and actors to produce context-specific knowledge and pathways towards a sustainable future. To fully exploit the potential of ocean literacy, there is a need for the UN Ocean Decade to work towards regional and place-based approaches that incorporate history as well as culture in an iterative and collaborative process involving diverse types of expertise, knowledge and actors.

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Co-creating a Sea Change Social Marketing Campaign for Ocean Literacy in Europe: A Digital Interactive Tool for Environmental Behavior Change

Cited by 8 publications

References 15 publications

Integrating Theory in Co-design: An Abductive Approach

Integrating Theory in Co-design: An Abductive Approach

Collective intelligence for advancing ocean literacy

Ocean literacies: the promise of regional approaches integrating ocean histories and psychologies

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