November 10, 2006AppliedVis 2006 AppliedVis 2006: Projecting a Brighter Future for Western North...
-
Upload
rosamund-simmons -
Category
Documents
-
view
217 -
download
1
Transcript of November 10, 2006AppliedVis 2006 AppliedVis 2006: Projecting a Brighter Future for Western North...
November 10, 2006 AppliedVis 2006
AppliedVis 2006: Projecting a Brighter Future for Western North CarolinaAppliedVis 2006: Projecting a Brighter Future for Western North Carolina
Communicating Climate Change
Frank Niepold, NOAA Climate Program Office Climate Education and Literacy
November 10, 2006 AppliedVis 2006
AppliedVis 2006: Projecting a Brighter Future for Western North CarolinaAppliedVis 2006: Projecting a Brighter Future for Western North Carolina
Why do we need to “create” a climate literate public?
• Why is NOAA’s climate goal engaged in science literacy?• Where is the climate goal developing a climate literate public?
Climate Mission Goal Second Outcome“Climate-sensitive sectors and the climate-literate public effectively incorporating NOAA’s climate products into their plans and decisions”
NOAA’s FY 2006-2001 Strategic Plan
“NOAA’s mission is directed at serving our Nation’s need for oceanic and atmospheric information to support economic, social, and environmental prosperity. Fulfilling this mission requires more than the delivery of accurate and precise scientific information; it also demands a public that is sufficiently empowered to translate scientific information into appropriate actions to protect lives, property, and the environment.” General John J. Kelly Deputy Under Secretary, NOAA
November 10, 2006 AppliedVis 2006
AppliedVis 2006: Projecting a Brighter Future for Western North CarolinaAppliedVis 2006: Projecting a Brighter Future for Western North Carolina
Why Should NOAA Conduct Education and Outreach?
Public Scientific LiteracyScientific
Knowledge
The Public is currently operating on a 5th grade level understanding of science
Based on AAAS Project 2061 Analysis
November 10, 2006 AppliedVis 2006
AppliedVis 2006: Projecting a Brighter Future for Western North CarolinaAppliedVis 2006: Projecting a Brighter Future for Western North Carolina
Scientific
KnowledgePublic
Scientific Literacy
“If we have no scientific breakthroughs in science in the next ten years, we could still diminish the gap between what we know today and what the public knows.”
NOAA Climate Modeler
Scientific
Knowledge
Public Scientific Literacy
Reduce Literacy Gap
Literacy Effort
Why Should NOAA Conduct Education and Outreach?
November 10, 2006 AppliedVis 2006
AppliedVis 2006: Projecting a Brighter Future for Western North CarolinaAppliedVis 2006: Projecting a Brighter Future for Western North Carolina
Methodologies for Environmental Literacy
November 10, 2006 AppliedVis 2006
AppliedVis 2006: Projecting a Brighter Future for Western North CarolinaAppliedVis 2006: Projecting a Brighter Future for Western North Carolina
Literacy is……a continuum of competency
SIMPLIFIEDMODEL
BLOOM-BASEDMODEL
EXPLANATION
INTERPRETATION
APPLICATION
PERSPECTIVE
EMPATHY
SELF-
KNOWLEDGE
WIGGENS-BASEDMODEL
KNOWLEDGE
COMPREHENSION
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATION
LITE
RACY
INFORMEDDECISION MAKING
KNOWLEDGE
AWARENESS
Based on the work completed by the NOAA Education Council’s Environmental Literacy Outcomes Working Group (2006)
November 10, 2006 AppliedVis 2006
AppliedVis 2006: Projecting a Brighter Future for Western North CarolinaAppliedVis 2006: Projecting a Brighter Future for Western North Carolina
LITERACY
INFORMEDDECISION
MAKING
KNOWLEDGE
AWARENESS
CLIMATE ECOSYSTEMSWEATHER& WATER
COMM& TRANS
E-Lit expectations, so the current general public is reflected in the mission goal requirements for E-Lit.
Approach: Audience-specific
NOAA Environmental LiteracyExpectations for the Current Public
November 10, 2006 AppliedVis 2006
AppliedVis 2006: Projecting a Brighter Future for Western North CarolinaAppliedVis 2006: Projecting a Brighter Future for Western North Carolina
What does an Environmental Literacy Person Look like?
At NOAA, Environmental Literacy is a process of lifelong learning about of the environment’s influence on you and your influence on the environment.
An environmentally literate individual: appreciates and values the natural world; has a comprehensive understanding of the relationship &
interdependence of humans, oceans, coasts, and the atmosphere in the global ecosystem;
uses NOAA science to make informed decisions regarding the environment and its resources.
November 10, 2006 AppliedVis 2006
AppliedVis 2006: Projecting a Brighter Future for Western North CarolinaAppliedVis 2006: Projecting a Brighter Future for Western North Carolina
“an informed society” encompasses all FUTURE and CURRENT public sectors, e.g., General Public
Comprised of many different audience that require differentiated communication “products” Students (e.g., K-12, postsecondary) Business & Economic Leaders Others
Decision Makers Stakeholders Policy Makers/Civic Leaders Resource Managers Scientists, Engineers, Technical Experts
NOAA Environmental Literacy Audiences
November 10, 2006 AppliedVis 2006
AppliedVis 2006: Projecting a Brighter Future for Western North CarolinaAppliedVis 2006: Projecting a Brighter Future for Western North Carolina
A New Communications Approach for a Public Climate Education Campaign
•Repetition and simultaneity: Repeated exposure to the messages would be especially important, and simultaneous reception from multiple sources would favor success.
•Visual drama: Dramatic visual portrayals of climate change are persuasive, even in animated form
•Message discipline: Even though different messages would becrafted for different target audiences, it is important to discipline the overall effort with a coordinated set of core messages so that the impact is cumulative and reinforcing.
•Pre-testing: Messages should be pre-tested, using not just standard qualitative focus groups, but also quantitatively rigorous methodologies.
•Measurable outcomes: Baseline measurements of beliefs and attitudes should be performed before the start of the effort and measured against results afterward.
•Avoiding duplication: It will be vital to ensure that all the key players in all key domains are on board with this strategy and not institutionally threatened by it.
November 10, 2006 AppliedVis 2006
AppliedVis 2006: Projecting a Brighter Future for Western North CarolinaAppliedVis 2006: Projecting a Brighter Future for Western North Carolina
Effective Communications about Global Warming
A useful model proposes that seriousness judgments about global warming are a function of beliefs that require the following aspects:
Existence of global warming, beliefs about whether global warming is a problem are a function of relevant personal
experiences (with the weather) and messages from informants (in this case, scientists), Attitudes toward it,
attitudes toward global warming are a function of particular perceived consequences of global warming
The certainty with which these beliefs and attitudes are held, certainty about these attitudes and beliefs is a function of knowledge and prior thought
Beliefs about human responsibility for causing global warming and People’s ability to remedy it.
Survey data point to psychological mechanisms that may be responsible for the public’s assessments of national problem importance and on public policy preferences.