Seven faculties in search of a mission: A proposed interdisciplinary course on water literacy

Sherchan, Samendra P.; Pasha, Fayzul; Weinman, Beth; Nelson, Fred L.; Sharma, Florence C.; Therkelsen, Jes; Drexler, David

doi:10.1080/1533015x.2016.1164098

Cited by 7 publications

(11 citation statements)

References 19 publications

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“…The literature has not identified specific areas of knowledge considered necessary for adequate water literacy. The emerging emphasis on sustainable water management suggests that key areas of individual-level water knowledge include the urban water cycle and impacts of urbanisation on waterway health via stormwater pollution, in addition to issues related to water demand, supply and treatment" Sherchan et al [40] (p. 173)…”

Section: Authors Definition Provided In Sourcementioning

confidence: 99%

“…This category encompasses ecosystem needs and flows, with five definitions [22,28,30,31,35] mentioning the role of water in life and one explicitly advocating for knowledge of interconnected aspects like "air, water, and/or biodiversity" [22] (p. 7). In addition, six definitions address hydrological processes, cycles and functions [7,18,28,31,33,38], but only three specify that water literacy includes knowledge at the level of water's chemical and physical properties [27,31,40]. Interestingly, four definitions call specifically for an understanding of "watershed concepts" [36] (p. i) or ability to define watersheds [18,29,35].…”

Section: Defining Water Literacymentioning

confidence: 99%

“…In contrast to this idea is a popular push for a local knowledge. This category encompasses an understanding of local water sources [40,42], water infrastructure [7,18,38,39,41], and current water demands and uses [38][39][40][41]43,44,46,47]. The definitions emphasizing local knowledge do not often overlap with the definitions emphasizing science knowledge, which highlights a key divergence in the literature.…”

Section: Defining Water Literacymentioning

confidence: 99%

“…As such, several new curricular models in post-secondary education have emerged that frame water education within interdisciplinary structures. These include efforts from Emory University, Atlanta, GA [112], Fresno State University, CA [40] and University of Nebraska-Lincoln [62,113]. In addition to student learning, these interdisciplinary efforts resulted in powerful faculty development through cross-pollination of ideas and perspectives on water.…”

Section: Approaches To Improving Water Literacymentioning

confidence: 99%

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What We Know about Water: A Water Literacy Review

McCarroll

Hamann

2020

Water

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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.

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Section: Authors Definition Provided In Sourcementioning

confidence: 99%

Section: Defining Water Literacymentioning

confidence: 99%

Section: Defining Water Literacymentioning

confidence: 99%

Section: Approaches To Improving Water Literacymentioning

confidence: 99%

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What We Know about Water: A Water Literacy Review

McCarroll

Hamann

2020

Water

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“…Hui-Shuang He (2018) stated that water behavior is at the center of the water literacy scale he developed. In their study, Sherchan et al (2016) stated that courses on water literacy are needed to compensate students' lack of basic knowledge about water. They planned the content of the course as in Figure 1 stating that water literacy courses may be organized with a multi-disciplinary approach to inform the public about water, which is indispensable for life today and the future, and to build a water literate society.…”

mentioning

confidence: 99%

Examining the Water Literacy Levels of High School Students According to Some Variables

Sözcü

Türker

2020

Asian Journal of Education and Training

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As the world population increases, the issue of using freshwater resources efficiently becomes more important. Using water, which is an indispensable resource for life, consciously and sustainably, to be sensitive, in short, to be water literate is a necessity for all citizens of the world. Turkey is a country living water scarcity. Therefore, it is a country where water literacy studies should conduct. As it is the first comprehensive study of water literacy in Turkey, the present study becomes significant in the field. This study aims to determine the water literacy levels of high school students in Turkey. In the present study, Data was gathered through the Water Literacy Questionnaire. The Water Literacy Questionnaire was designed by Sözcü and Türker (2020) and consists of three sections. The questionnaire was applied to 3202 high school students living in different regions. As a result of the study, the water literacy of high school students was at 'Good Level' in general. When the sub-dimensions of water literacy were analyzed, high school students were very good at water-saving and good at water sensitivity, but remain at medium level in terms of water consciousness. In light of the results, some recommendations have been made to increase water literacy.

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Exploring characterizing factors and mechanisms of citizens' water literacy to promote sustainable water use: A grounded systems analysis method

Tian

Wang

Chen

et al. 2022

Sustainable Development

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Improving citizens' water literacy level has gradually become one of the key elements to solve or alleviate water problems, which is of great significance in building a social water security system and promoting the harmonious development of man and nature. A fusion method—grounded systems analysis based on grounded theory and event systems theory is proposed in this study, which is used to explore the representation factors of water literacy and construct the main category chain through reverse tracking interview data and revealing each factor's mechanism. The research results show that: After encoding the original data, the water literacy characterization factor system including 4 main categories, 12 key categories, and 110 conceptualized sentences was obtained. The interaction between water knowledge and other main categories has a positive impact. There is no apparent direct relationship between water skills and water attitude, however, it can affect the implementation of water behavior. Water attitude can positively influence water behavior and has a moderating effect on each main category. The research conclusions can provide theoretical and decision‐making references for water literacy research, exploration, and practical work.

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Seven faculties in search of a mission: A proposed interdisciplinary course on water literacy

Cited by 7 publications

References 19 publications

What We Know about Water: A Water Literacy Review

What We Know about Water: A Water Literacy Review

Examining the Water Literacy Levels of High School Students According to Some Variables

Exploring characterizing factors and mechanisms of citizens' water literacy to promote sustainable water use: A grounded systems analysis method

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