The KnowRISK Action for Schools: A Case Study in Italy

Musacchio, Gemma; Eva, Elena; Piangiamore, Giovanna Lucia

doi:10.1007/978-3-319-78187-7_34

Cited by 4 publications

(6 citation statements)

References 10 publications

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“…How do young people deal with global problems such as climate change and other potential sources of worries and distress? Generally, children cope with worries about, for example, climate change by having less problem-focused behaviour, taking distance and placing trust in researchers and technological development to a higher degree than adults (Ojala, 2012). Our analysis shows that this attitude can be observed in the children's drawings.…”

Section: Final Considerationsmentioning

confidence: 69%

10 years with planet Earth: the essence of primary school children's drawings

D’Addezio¹

2020

Geosci. Commun.

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Abstract. “10 years with planet Earth” is the title of the calendar created for primary schools, realized in 2016 by the Istituto Nazionale di Geofisica e Vulcanologia (INGV), the Italian Institute of Geophysical Research. The calendar is the outcome of a project created to support and complement 15 years of dissemination activities with schools. Each year for 10 years, we have printed calendars that represented different subjects related to a world in constant evolution. Each year we have launched a calendar competition among schools, asking children to send in drawings related to the chosen theme. The aim was to stimulate interest in learning about Earth sciences and the dynamics of planet Earth, as well as to raise awareness of water resources availability, the prevention of natural disasters and planet sustainability. We have received about 10 000 drawings from students of more than 400 schools. For each yearly competition, we have chosen the most significant drawings and we have included them in the calendar. The creators of the drawings were awarded by scientists, journalists, artists, science communicators and even by a government minister. In addition to the competition, the drawings reflect impressions and thoughts and illustrate the children's point of view. From the images, one can feel great sensitivity, consideration, responsiveness and respect for the planet as well as positive feelings towards science.

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Section: Final Considerationsmentioning

confidence: 69%

10 years with planet Earth: the essence of primary school children's drawings

D’Addezio¹

2020

Geosci. Commun.

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“…The increasing proactive and educational side of seismic risk communication is also a strength (Figure 8). Several publications Courbolulex et al, 2012;Musacchio et al, 2016a;2016;Musacchio et al, 2019a;Mohadier et al, 2021;Solarino et al, 2021a; point out the need for earthquake risk education in school curricula as a first step to reducing the impacts of future earthquake disasters and making vulnerable communities more resilient to future crises. However, communication practices and programs should be evaluated for their effectiveness.…”

Section: Discussion: Two Decades Of Seismic Risk Communicationmentioning

confidence: 99%

“…On the other hand, little attention has been paid to other potential sources of injury and loss, such as individual or community behavior (emergency or not) and nonstructural elements (collapse of ceilings, overturning of cabinets and shelves, escape routes, etc.) (e.g., Musacchio et al, 2019aMusacchio et al, , 2019bSolarino et al, 2021b).…”

Section: Discussion: Two Decades Of Seismic Risk Communicationmentioning

confidence: 99%

A scoping review of seismic risk communication in Europe

Musacchio¹,

Saraò²,

Falsaperla³

et al. 2023

Preprint

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Although earthquakes are a threat in many countries and considerable resources have been invested in safety regulations, communities at risk often lack awareness and preparedness. Risk communication is a key tool for building resilient communities, raising awareness, and increasing preparedness. Over the past two decades, risk communication has evolved significantly. This has led to a reorientation from a predominantly “one-way”, top-down communication model to the promotion of “two-way” or “three-way” models in which people, their needs, and their participation in disaster risk management and co-creation are a central element. The reasons for this shift are many. For example, recent disaster experiences and research have highlighted that one-way, passive risk communication is poorly interpreted, often misunderstood, and can even destroy public trust in emergency management authorities. In this paper, we critically explore this transition by conducting a scoping review (n=109 publications) of seismic risk communication in Europe. We analyze the approaches, messages, tools, and channels used for seismic risk communication and how they have changed between 2000 and 2022, emphasizing how public engagement in risk communication has been de facto implemented over the past 20 years. The results reveal that the stated goals of seismic risk communication are, in decreasing order, to share information, raise awareness, change behaviors/beliefs, and increase preparedness. Pupils, students, and citizens are the primary recipients of communication activities. Over the years, two trends have emerged. First, the “two-way” or “three-way” communication models became more prevalent than the “one-way” model. Second, the aims of communication became more proactive than informative. Face to face, hands-on activities, and serious games are key tools to engage with the public. The results also reveal the emerging role of social media as an information and dissemination channel in the efforts to reach audiences that are so diverse in terms of age, culture, and education. Strikingly, only one fifth of the analyzed publications explicitly builds on or tests risk communication theories. Future research must focus particularly on comparing practices across countries and risks (e.g. earthquakes and floods) and on innovating communication theories and methodologies, especially by incorporating the role of information technologies and social media.

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“…They have a great potential in fostering disaster-resilient communities through the domino-effect that children have in educating adults and their environment (Finnis et al, 2007;Ronan et al, 2008;Piangiamore et al, 2015;Rodríguez-Giralt et al, 2020). Several publications (Cantore et al, 2003;Camassi et al, 2005;Courbolulex et al, 2012;Zaharia et al, 2013;Lanza et al, 2014;Zollo et al, 2014;Musacchio et al, 2015;Piangiamore et al, 2015;Baytiyeh and Öcal, 2016;Custodio et al, 2016;Musacchio et al, 2016a;Peruzza et al, 2016;Saraò et al, 2016;Tataru et al, 2016;Zaharia et al, 2016;Barnaba et al, 2018;Peruzza et al, 2018;Musacchio et al, 2019a;Berenguer et al, 2020;Solarino et al, 2021a;Mohadier et al, 2021;Piangiamore et al, 2021;Scaini et al, 2022) point out the need for earthquake risk education in school curricula as a first step to reducing the impacts of future earthquake disasters and making vulnerable communities more resilient to future crises. However, our analysis also points out a critical gap in seismic risk communication practice: there are only a very few case studies devoted to assess effectiveness (e.g., Crescimbene et al, 2019;Plat et al, 2019;.…”

Section: Proactive Communicationmentioning

confidence: 99%

A scoping review of seismic risk communication in Europe

et al. 2023

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Although earthquakes are a threat in many countries and considerable resources have been invested in safety regulations, communities at risk often lack awareness and preparedness. Risk communication is a key tool for building resilient communities, raising awareness, and increasing preparedness. Over the past 2 decades, seismic risk communication has evolved significantly. This has led to a reorientation from a predominantly “one-way”, top-down communication model to the promotion of new models in which people, their needs, and their participation in disaster risk management are central elements. The 2015–2030 Sendai Framework recommendations, recent disaster experiences and research have highlighted that new models can improve communication effectiveness. In this paper, we critically explore this transition by conducting a scoping review (n=109 publications) of seismic risk communication in Europe. We analyse the approaches, messages, tools, and channels used for seismic risk communication and how they have changed over time. The results reveal that the stated goals of seismic risk communication are, in decreasing order, to share information, raise awareness, change behaviours/beliefs, and increase preparedness. Pupils, students, and citizens are the primary recipients of communication activities. Over the years, two trends have emerged. First, “two-way”, transdisciplinary and bottom-up communication models prevailed over the “one-way” model. Second, communication aimed more at promoting proactive behaviours than just informing the public. Face-to-face, hands-on activities, and serious games are key tools to engage with the public. The results also reveal the emerging role of social media to target different audiences/social groups. Strikingly, only one-fifth of the analysed publications explicitly build on or tests risk communication theories. Future research could focus on comparing practices across countries and risks (e.g., earthquakes and floods) and on innovating communication theories and methodologies, especially by incorporating the role of information technologies and social media.

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The KnowRISK Action for Schools: A Case Study in Italy

Cited by 4 publications

References 10 publications

10 years with planet Earth: the essence of primary school children's drawings

10 years with planet Earth: the essence of primary school children's drawings

A scoping review of seismic risk communication in Europe

A scoping review of seismic risk communication in Europe

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