Development of the International Ocean Literacy Survey: measuring knowledge across the world.

Fauville, Géraldine; Strang, Craig; Cannady, Matthew A.; Chen, Ying-Fang

doi:10.1080/13504622.2018.1440381

Cited by 92 publications

(78 citation statements)

References 16 publications

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“…Professionals dealing with ocean literacy want individuals-at least-to "demand an understanding of ocean processes and the inter-connectivity of the land and sea" and-at best-to understand more contested and complex notions related to "sustainability, equity and democracy" (Fletcher and Potts, 2007). Results from several articles show that, in general, people who live in coastal areas are more aware of relevant ocean issues, but that the baseline awareness of the oceans is very low (see e.g., Steel et al, 2005;Fletcher and Potts, 2007;Potts et al, 2016;Fauville et al, 2018).…”

Section: Personal Factorsmentioning

confidence: 99%

“…These complex interrelationships show the necessity of becoming "ocean literate, " of course in addition to political action such as implementing the marine related Sustainable Development Goal 14 "Conserve and sustainably use the oceans, seas and marine resources for sustainable development" (United Nations, 2015). Ocean literacy is not only defined as the "understanding of the ocean's influence on you and your influence on the ocean" (Cava et al, 2005, p. 5, see also Santoro et al, 2017 for a comprehensive practical guide on ocean literacy; Fauville et al, 2018), but also as "being able to make informed and responsible decisions regarding the ocean and its resources" (Cava et al, 2005, p. 5). This second part of the definition is of particular importance because options and incentives for individual behavior change toward less harming and more protecting the oceans, their ecosystems, and related populations are urgently needed.…”

Section: Introductionmentioning

confidence: 99%

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Feasible Options for Behavior Change Toward More Effective Ocean Literacy: A Systematic Review

Stoll-Kleemann

2019

Front. Mar. Sci.

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Effective ocean literacy requires appropriate individual behavior, but achieving this-based on behavior change-is extremely difficult. Social-psychological research shows that even generating knowledge and awareness toward protecting the environment-including the oceans-very rarely produces behavior change. The correlation between knowledge and behavior change is demonstrably surprisingly low. Based upon a systematic interdisciplinary literature review, this article evaluates the factors constituting behavior that are important for ocean literacy. Furthermore, it includes an analysis of options for individual behavior change. The literature review covers research and theories from behavioral sciences such as social, environmental, and emotional psychology, as well as from other social sciences. Specifically, research on pro-environmental behavior is evaluated and applied to the specific case of ocean-related behaviors and ocean literacy. As a result, the model of pro-environmental behavior by Kollmuss and Agyeman has successfully been transferred to increase the effectiveness of ocean literacy because it considers internal (e.g., emotions and values) and external factors (e.g., politico-economic and socio-cultural), which are crucial to achieve behavior change. Further results show that the theoretical analysis of different influence factors of ocean related behavior help to identify options to enhance ocean literacy, partially not yet broadly applied in this field, such as reputation-based incentives, social marketing, and successfully diffusing social change, which is illustrated within two examples of success stories. Nevertheless, improvements remain challenging due to barriers identified on the individual level (e.g., cognitive dissonance and moral disengagement) and adverse political and economic power relations in light of rapidly increasing environmental problems in our oceans.

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Section: Personal Factorsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Feasible Options for Behavior Change Toward More Effective Ocean Literacy: A Systematic Review

Stoll-Kleemann

2019

Front. Mar. Sci.

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“…Over the last decade, ocean literacy has largely focused on the development of education and engagement materials, for classrooms use and for the general public, including campaigns and messages communicated thorough media, exhibitions, filmmaking and story-telling (Schubel and Schubel, 2008;Bishop et al, 2015;Donert et al, 2015). Assessment of effectiveness of these activities has focused on assessing awareness and knowledge in relation to defined levels of ocean literacy (Schoedinger et al, 2005;Fauville et al, 2018). Existing perceptions of the public and other actors on relative importance of pressures on the marine environment, and concern regarding impacts have received attention (Gelcich et al, 2014;Potts et al, 2016;Buckley et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

A Change of Mind: Applying Social and Behavioral Research Methods to the Assessment of the Effectiveness of Ocean Literacy Initiatives

et al. 2019

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Assessment of environmental literacy and ocean literacy focus on increasing knowledge and awareness. The goal of ocean literacy initiatives is ultimately to enable behavior change (whereby citizens take direct and sustainable action) to achieve sustainable solutions to marine environment issues. The application of social and behavioral research methods provides powerful tools for assessing if ocean literacy initiatives are effective at increasing participant's knowledge and awareness of an issue, its causes and consequences and behaviors or actions required to enable sustainable solutions. Social and behavioral research methods also provide a means of assessing changes in attitude, a key predictor of behavior change, and ultimately a means of assessing changes in a participants intended and reported behaviors. We present a framework to integrate social and behavioral research methods within assessment of the effectiveness of ocean literacy initiatives. The before and after assessment we undertake develops existing environmental literacy and ocean literacy assessment approaches by integrating social and behavioral research methods to assess key predictors of behavior change. We structured the assessment methodology within a Theory of Change logic model, to provide a protocol for systematic evaluation of ocean literacy initiatives and tools. Specifically those aimed at promoting specific behavior change objectives for pre-identified actors. Assessment of educational training courses for professionals entering the shipping industry (targeting behaviors to reduce the spread of invasive species), and educational workshops for school students (aged 11-15 and 16-18), on problems related to marine litter and microplastics and potential solutions were assessed using the framework. Through before and after surveys, an increase in awareness, knowledge and an increase in attitudes supporting action to reduce impacts on the marine environment were reported by participants, after interaction with sets of tools developed by the Horizon 2020 Ocean Literacy project ResponSEAble. Results supported the importance of targeting specific audiences with tailored ocean literacy tools and the importance of informing actors of issues and solutions within the context of wider ocean literacy principles.

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“…OL impact measurement was recently comprehensively studied during the development of an International OL Survey, which considers the broad scope of OL actions and stakeholders (Fauville et al, 2018b). Education, a community commonly approached by OL practitioners, represents a traditional pathway for knowledge transfer.…”

Section: The Columbus Project As a Flagship Knowledge Transfer Initiamentioning

confidence: 99%

“…OL, as well as marine knowledge transfer, represents a specific service application of marine knowledge management and its potential to have an impact on the sustainable development of the marine economic activities, whilst already broadly recognized (Santoro et al, 2017), needs to be further developed. Recent efforts in marine and maritime knowledge transfer and OL have provided a more systematic approach for both types of activities, facilitating the understanding of the required steps by any practitioner (AquaTT, 2015a;McHugh et al, 2015;Fauville et al, 2018b). They have also enabled the exploitation of potential synergies, especially in reaching the Blue Economy stakeholders' communities.…”

Section: Conclusion About the Synergies Between Ocean Literacy And Knmentioning

confidence: 99%

Ocean Literacy and Knowledge Transfer Synergies in Support of a Sustainable Blue Economy

2019

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Since 2011, when the first European ocean literacy (OL) project was launched in Portugal, the number of initiatives about this topic in Europe has increased notoriously and their scope has largely widened. These initiatives have drawn from the seven "OL Principles" that were developed by the College of Exploration OL Network in 2005. They represent a source of inspiration for the many endeavors that are aiming to achieve a society that fully understands the influence of themselves-as individuals and as a population-on the ocean and the influence of the ocean on them. OL initiatives throughout the past years, globally, have resulted in the production of countless didactic and communication resources that represent a valuable legacy for new activities. The OL research community recognizes the need to build up the scope of OL by reaching the wider Blue Economy actors such as the maritime industrial sector. It is hoped that building OL in this sector will contribute to the long-term sustainable development of maritime activities. The ERASMUS+ project "MATES" aims to address the maritime industries' skills shortages and contribute to a more resilient labor market. MATES' hypothesis is that through building OL in educational, professional and industrial environments, it is possible to build a labor force that matches the skills demand in these sectors and increases their capacity to uptake new knowledge. The MATES partnership will explicitly combine OL and knowledge transfer by applying the "COLUMBUS Knowledge Transfer Methodology" as developed by the H2020-funded COLUMBUS project.

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Development of the International Ocean Literacy Survey: measuring knowledge across the world.

Abstract: View related articles View Crossmark data Citing articles: 10 View citing articles EnvironmEntal Education rEsEarch

Cited by 92 publications

References 16 publications

Feasible Options for Behavior Change Toward More Effective Ocean Literacy: A Systematic Review

Feasible Options for Behavior Change Toward More Effective Ocean Literacy: A Systematic Review

A Change of Mind: Applying Social and Behavioral Research Methods to the Assessment of the Effectiveness of Ocean Literacy Initiatives

Ocean Literacy and Knowledge Transfer Synergies in Support of a Sustainable Blue Economy

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