Defining Ocean Literacy: Defining Ocean Literacy: Building Consensus, Building Consensus, Building Momentum Building Momentum

Craig Strang, Sarah Schoedinger, Lynn Craig Strang, Sarah Schoedinger, Lynn Whitley, Rita Bell, Peter TuddenhamWhitley, Rita Bell, Peter Tuddenham

The ContextThe Context

The ocean covers over 70% of the planet and defines The ocean covers over 70% of the planet and defines everything about iteverything about it

Over half of the U.S. is underwaterOver half of the U.S. is underwater Most of the oxygen on earth is produced in the oceanMost of the oxygen on earth is produced in the ocean The ocean regulates weather and climateThe ocean regulates weather and climate The ocean allows for life to existThe ocean allows for life to exist The ocean drives our economy ($43B in CA alone)The ocean drives our economy ($43B in CA alone) Hurricanes, Tsunamis, Polar Bears. Seen Inconvenient Hurricanes, Tsunamis, Polar Bears. Seen Inconvenient

Truth? Hello?Truth? Hello? And yet…And yet…

The ChallengeThe Challenge

• Ocean topics don’t fit neatly into Bio, Ocean topics don’t fit neatly into Bio, Chem, Phys disciplines, mostly ignored in Chem, Phys disciplines, mostly ignored in US K-12 education.US K-12 education.

• There was no consensus on what was There was no consensus on what was important to include in the classroom.important to include in the classroom.

• The American public was largely ignorant The American public was largely ignorant of the importance of the ocean in their of the importance of the ocean in their lives--negative feedback loop.lives--negative feedback loop.

A Sorry State of AffairsA Sorry State of Affairs

No systematic teaching No systematic teaching about the Ocean in about the Ocean in places like CA and HIplaces like CA and HI

““Marine Education” Marine Education” marginalized, localized marginalized, localized and idiosyncraticand idiosyncratic

Perceived lack of rigor Perceived lack of rigor and innovation--science and innovation--science ed reform left marine ed reform left marine educators behindeducators behind

The ResponseThe Response

• COSEE Network, NMEA, National Geographic COSEE Network, NMEA, National Geographic Society, NOAA, College of Exploration, LHS, Sea Society, NOAA, College of Exploration, LHS, Sea Grant, and others agreed to work togetherGrant, and others agreed to work together

• A mechanism was developed to build consensus:A mechanism was developed to build consensus:• Inclusive, democratic, transparent processInclusive, democratic, transparent process• Work mostly done onlineWork mostly done online• Built on and credited past effortsBuilt on and credited past efforts• No institutional ownershipNo institutional ownership• Institutions lent authority and credibilityInstitutions lent authority and credibility

ActionAction

• An online conference was sponsored to An online conference was sponsored to solicit input (Oct. 2004)solicit input (Oct. 2004)

• Face-to-face meeting with iterativeFace-to-face meeting with iterative feedback online (Feb. 2005)feedback online (Feb. 2005)

• Special Scientific ReviewSpecial Scientific Review

• Public Peer ReviewPublic Peer Review

• Agreement was reached in several key Agreement was reached in several key areasareas

The ResultThe Result

• Ocean literacy was definedOcean literacy was defined

• Essential principles were identified & Essential principles were identified & supported by fundamental conceptssupported by fundamental concepts

• These principles & concepts were aligned to These principles & concepts were aligned to the National Science Education Standardsthe National Science Education Standards

An archive of this conference can be seen at An archive of this conference can be seen at www.oceanliteracy.netwww.oceanliteracy.net

The DefinitionThe Definition

Ocean literacy is an understanding of the ocean’s Ocean literacy is an understanding of the ocean’s influence on you and your influence on the ocean.influence on you and your influence on the ocean.

An ocean-literate person:An ocean-literate person: Understands the Essential Principles and Understands the Essential Principles and

Fundamental Concepts about the ocean;Fundamental Concepts about the ocean;

Can communicate about the ocean in a Can communicate about the ocean in a meaningful way; and meaningful way; and

Is able to make informed and responsible Is able to make informed and responsible decisions regarding the ocean and its resources.decisions regarding the ocean and its resources.

““Ocean literacy is an understanding of Ocean literacy is an understanding of the ocean’s influence on you and your the ocean’s influence on you and your

influence on the ocean.”influence on the ocean.”Seven Essential Principles:Seven Essential Principles:1. Earth has one big ocean with many features.1. Earth has one big ocean with many features.2. The ocean and life in the ocean shape the features of 2. The ocean and life in the ocean shape the features of

Earth. Earth. 3. The ocean is a major influence on weather and climate.3. The ocean is a major influence on weather and climate.4. The ocean makes Earth habitable. 4. The ocean makes Earth habitable. 5. The ocean supports a great diversity of life and 5. The ocean supports a great diversity of life and

ecosystems.ecosystems.6. The ocean and humans are inextricably interconnected.6. The ocean and humans are inextricably interconnected.7. The ocean is largely unexplored.7. The ocean is largely unexplored.

Alignment to the NSES

A Scope & SequenceA Scope & Sequence

A Conceptual Flow from the A Conceptual Flow from the Scope & SequenceScope & Sequence

Activities & Impact To DateActivities & Impact To Date Presentations at MTS, NSTA, CSTA, HSTA, ASLO, Presentations at MTS, NSTA, CSTA, HSTA, ASLO,

AGU, NMEA, COSEE mtgs, NSTA “blue planet” issueAGU, NMEA, COSEE mtgs, NSTA “blue planet” issue NOAA Environmental Literacy GrantsNOAA Environmental Literacy Grants Conference on Ocean Literacy in DC; International Conference on Ocean Literacy in DC; International

Pacific Marine Educators Conference in HawaiiPacific Marine Educators Conference in Hawaii Workshops on translating EPs for public audiences Workshops on translating EPs for public audiences

visiting aquaria, zoos and museumsvisiting aquaria, zoos and museums Influencing text book: “Life on an Ocean Planet”Influencing text book: “Life on an Ocean Planet” Influencing state standards (MD, SC, CA)Influencing state standards (MD, SC, CA)

Note your accomplishments on the blog atNote your accomplishments on the blog at www.www.oceanliteracyoceanliteracy.net.net

The “Real” ImpactThe “Real” Impact

Activated the communityActivated the community Ocean Sciences nowOcean Sciences now have a place at have a place at

the table (a little corner…)the table (a little corner…) Ocean Sciences is part of the mainstream Ocean Sciences is part of the mainstream

conversationconversation We have changed the way we think…We have changed the way we think…

(Not so) Old Thinking(Not so) Old Thinking

““You could teach all You could teach all the standards using the standards using ocean examples if ocean examples if you wanted to…”you wanted to…”

Great, but no one Great, but no one wanted to (except you wanted to (except you and me)and me)

““The Ocean is so The Ocean is so engaging!”engaging!”

So is YouTube and So is YouTube and MySpaceMySpace

New ThinkingNew Thinking

The ocean has distinct, intrinsic, significant The ocean has distinct, intrinsic, significant importanceimportance

The “essential principles” about the ocean The “essential principles” about the ocean really are essential, soreally are essential, so

You can’t be culturally fluent or science You can’t be culturally fluent or science literate unless you are ocean literateliterate unless you are ocean literate

You would be doing students a disservice You would be doing students a disservice not to teach them about the oceannot to teach them about the ocean

Some ExamplesSome Examples

Can’t teach primary Can’t teach primary productivity w/o productivity w/o chemosynthesischemosynthesis

Can’t teach physics of Can’t teach physics of sound w/o sound in the sound w/o sound in the oceanocean

Can’t teach climate Can’t teach climate (change) w/o ocean (change) w/o ocean processesprocesses

Can’t teach mollusks w/o Can’t teach mollusks w/o cephalopods!cephalopods!

Future Steps for Ocean LiteracyFuture Steps for Ocean Literacy• Translate into stories and Translate into stories and

messages for use in free-choice messages for use in free-choice learninglearning

• Incorporate into national and state Incorporate into national and state standards, assessments, and standards, assessments, and curricula.curricula.

• Create tools for educators for Create tools for educators for easy insertion in the classroom easy insertion in the classroom (e.g. scope and sequence)(e.g. scope and sequence)• Identify materials to support the Identify materials to support the

integration of ocean literacy into the integration of ocean literacy into the curriculumcurriculum

• Design and deliver teacher Design and deliver teacher professional development programsprofessional development programs

What Did We Learn?What Did We Learn?

The The Process is Important!Process is Important!

CollaborationCollaboration is hard; is hard; StruggleStruggle makes the makes the product better; product better; ConsensusConsensus is critical! is critical!

But don’t settle for lowest common But don’t settle for lowest common denominatordenominator

Don’t stop till the whole is greater than the Don’t stop till the whole is greater than the sum of the parts.sum of the parts.

Getting InvolvedGetting Involved Review of the Scope and SequenceReview of the Scope and Sequence Identify exemplary materials and activitiesIdentify exemplary materials and activities Provide insights and opinionsProvide insights and opinions

www.coexploration.org/oceanliteracy

www.oceanliteracy.net