Ocean Literacy in Schools -The Importance of Experiential Learning to Understanding and Acting in Benefit of the Ocean.
“Ocean literacy is an understanding of the ocean’s influence on society and the society’s influence on the ocean (Schoedinger et al. 2010; Fauville et al. 2019)” (Kelly et al., 2022).
To anyone taking or teaching courses in ocean sciences it may seem abundantly clear why ocean literacy should be taught at the elementary, middle and secondary level. Anthropogenic forces are changing the dynamic of the oceans and the life held within it. This impacts the environment on land and has a significant impact on human beings as a result. But as a middle school teacher, it is shocking how little knowledge students living on the coast really have of what lies in their own backyard. I moved to the West Coast from Ontario almost 20 years ago and got into teaching shortly thereafter. Having grown up canoe camping and taking regular trips to my boat-in only cottage, I was surprised at how few of my students or their families took advantage of their easy access to the ocean. Few are kayakers or boaters and few seem to even spend much time at the beach of their own accord.
With beach access only a few minutes walk away from every school I have worked at since I began teaching, it became increasingly evident to me that I was going to have to change how my students see their world. However, even with this goal in mind, getting started on this journey took some doing.
As a high school Spanish and English teacher, I began by inventing opportunities for myself and my students to go outside. I would take my english classes out to the grass in the back of the school to read novels or short stories, and eventually got permission to take them to the garry oak meadow across the street to write about their surroundings. When I switched to middle school, opportunities for place-based learning increased as I taught a variety of subjects. I would create units for plant identification and invite parents to walk with us to the beach for mindfulness activities and community walks. Over time, my repertoire of place-based resources grew, but not being from a science or marine background, unless I was with a science teacher, I shied away from marine literacy of any sort. I went on my own kayak trips, took marine navigation courses, learned to read tide charts and calculate currents, but never brought that understanding into the classroom. That was until District 61 teamed up with Eagle Wing Tours, in partnership with Ocean Networks Canada and the Royal BC Museum to run the Salish Sea Floating Classroom in 2017. I jumped on the opportunity and have been participating ever since. This program is further discussed in the summary of my article of societal importance.
Unfortunately, this doesn’t quite feel like enough. I have a degree in International Development and speak three languages fluently, but science has always been a field that I have avoided until recently. I have always loved whales, gigantic mysterious beasts of the ocean, but until a kayaking trip in the Broughton Archipelago where I slept next to humpbacks breaching in the night and paddled alongside a pod of orcas, I hadn’t ever felt the full impact of those awe-inspiring creatures. From then on, I was hooked and endeavored to learn more about whales and their home.
Fast forward to today. I am now making it my mission to increase ocean literacy in my own personal life but also in the lives of my students. If I can make an impact on future policy makers, biologists, oceanographers and climate conscious families, I will consider my undertaking to have been a success. I know that I have, in the past, influenced students to study, work and travel in Latin America because of my passion for the Spanish language and Latin American history. I have influenced spoken word poets to use their voices for causes they believe in. I will now wield my power to sow seeds of understanding for a healthier ocean.
1. Scientific Article Summary:
Kelly, R., Evans, K., Alexander, K. et al. Connecting to the oceans: supporting ocean literacy and public engagement. Rev Fish Biol Fisheries 32, 123–143 (2022). https://doi.org/10.1007/s11160-020-09625-9
https://link.springer.com/article/10.1007/s11160-020-09625-9
Kelly et al.’s article” Connecting to the Oceans: Supporting Ocean Literacy and Public Engagement argues that ocean literacy takes a multi pronged approach. They posit that if sustainable development commitments for 2030 are to be reached, there needs to be “improved understanding of the ocean and the importance of sustainable ocean use”.
Born of an interdisciplinary series of workshops in Tasmania, Kelly et al’s paper was the culmination of many discussions between a wide range of academics whose collaboration was meant to “synthesize existing knowledge and perspectives on ocean literacy… and outline a practical approach for furthering and improving ocean literacy to positively impact ocean use and sustainability.”(p.123)
The authors state that “personal attachment to the marine environment is central to the development of marine citizenship and… influences attitudes and behaviours that support the sustainable use of [the marine environment].” (Kelly et al, p.125) They also say that “a significant challenge in engaging communities with the ocean is that, in reality, most people only spend a limited part of their life experiencing ocean environments and…poor personal understanding of marine issues is likely exacerbated by modern lifestyles and technologies that have resulted in people progressively spending more time indoors.”(p.125)
The article outlines and discusses four key ways in which ocean literacy and connection to the ocean can be improved:
1. Education,
2. Cultural connections,
3. Technological developments, and
4. Knowledge exchange and science-policy interconnections. (p.127)
It goes on to further point out a number of limitations or impediments to improvement of ocean literacy on a global scale. These limitations include:
1. Youth-centric ocean learning,
2. Western-centric programmes,
3. Single-issue focus,
4. The ‘digital divide’, and
5. Disconnect between society and marine science
and policy.(p.132)
Of particular interest to me as a teacher are their concerns about youth-centric ocean learning. Their argument being that while
youth ocean literacy is perceived to be increasing (e.g.Lee et al. 2019), largely as a result of ocean literacy curricula being adopted in some schools and youth groups in some regions around the world (Fauville et al. 2018a).... opportunities for other groups in society to engage with ocean literacy are less prevalent….Improving opportunities for ocean learning requires better access to comprehensive, deep-level learning across all age groups and across all of society, including in particular those with limited access to the ocean (i.e. disadvantaged and/or landlocked communities). This learning is unlikely to be achieved through curricula and formal learning activities alone. (p.132)
This last sentence is particularly relevant to me, as it shows that if students are to be connected in a real way to the ocean and improve ocean literacy, ocean education needs to go past “formal learning activities” and move into the realm of experiential learning “that can engender positive social experiences, deeper personal connections to the ocean, and stronger place attachments that enhance understanding and appreciation of the marine environment.”(0.132)
The central idea around education being, whether youth or adult centered, real change is more likely to come from increased connection to place. “Place-based attachment is a component of sense of place and infers that people who develop deep attachments and/or strongly identify with a place (i.e. a marine environment) will consider the interests of that place beyond their own interests”(p. 129)
Kelly et al. (2022) offer a toolkit and list of resources for ocean literacy as an adjunct to their article.
2. Article of Societal Importance Summary:
Kloster, Darron. “Eco-Tourism Operator, Schools Join Forces to Teach Kids about Salish Sea.” Victoria Times Colonist, 27 Oct. 2022, https://www.timescolonist.com/local-news/eco-tourism-operator-schools-join-forces-to-teach-kids-about-salish-sea-6014927.
The Times Colonist article, “Eco-Tourism Operator, Schools Join Forces to Teach Kids about Salish Sea” (Kloster, 2022) discusses the Floating Classroom program that I participate in with my students. A collaboration between School District 61 and Eagle Wing Tours, in conjunction with Ocean Networks Canada and the Royal BC Museum, Eagle Wing Tours offers opportunities for teachers and students to participate in a three stage experiential learning program to improve the ocean literacy of students in the district. In the program, students go on an Eagle Wing boat, then participate in a curriculum-centered beach activity and later create and exhibit a final display of their learning, along with other participating schools, at the Royal BC Museum. The article interviews Brett Soberg, owner-operator of Eagle Wing Tours, who grew up in Victoria with educator parents. “Soberg said most of the kids who participate have never seen a whale before, and some have never been on a boat, or even to a beach. “So this gets them out there and lets them learn about what a sea lion smells like or what kelp tastes like.” He goes on to say that the experience of being on the boat, watching whales, going past Race Rocks etc. “generates a real interest in what they’re learning. They learn to understand the Salish Sea, learn to love it and, eventually, they will be the ones who will work to preserve it.”
“Eagle Wing won an international award for the program this summer from the National Marine Educators Association, representing classroom teachers, educators, university professors and scientists from around the globe.” This accolade is evidence of the respect given to the company for their efforts in improving marine literacy among students.
This article agrees with the previous article on the need for ocean literacy as well as the importance of connection to place. Kelly et al. (2022) state that “The benefits and experiences people derive from marine environments over periods of time build a fundamental sense of place, or deep-seated emotional bond with specific places and/or activities, thereby influencing environmental behaviours that can be regarded as cultural values.”(p.129)
The articles differ slightly in components of their central beliefs, however, as Eagle Wing focuses their program on youth only. The Kelly et al. (2022) article points out that focusing only on youth is problematic in some ways, as “youth are most likely to be excluded from decision-making processes (Gal 2017; Botchwey et al. 2019). It is typically adults who engage in decisions that impact the ocean and who potentially have the power to drive current change through voting behaviour, placing lobbying pressure on government actors and their involvement in decision making processes.”(p.132)
Interestingly, in my most recent classroom workshop with Eagle Wing, Sidney McCabe, who heads the Floating Classroom project in schools, said that she loves the youth-centered part of her job because youth actually engage, listen and participate, whereas when she has a boatful of adults, they barely listen to her.
I personally believe that there is room (even importance) for youth to learn about marine literacy, as they are very much able to influence their parents, who may or may not have exposure to marine education. A child who talks excitedly about a cause at home more often than not will get parental buy-in.
3. Community knowledge:
Jackie Hildering - Teacher and Marine Educator, founder of Marine Education Research Society.
I chose to “interview” Jackie Hildering because she is an active marine researcher but was also an elementary teacher. She knows the importance of marine literacy both in communities, among boaters and coastal communities, as well as within schools. She has focused her organization, Marine Education Research Society (MERS), on educating people of all ages and backgrounds about marine life around coastal Vancouver Island. I have met Jackie at one of MERS’ jam-packed workshops on marine mammals.
Questions I would like to ask:
What are the barriers to widespread marine education in BC coastal schools?
What can schools/districts do to increase teacher knowledge of marine issues in order to bring this education to the classroom?
What can teachers do to increase student understanding of and connection to ocean and anthropogenic factors that contribute to ocean-related issues?
What changes need to be made to the BC curriculum in order to ensure marine education takes place in schools?
Cost is often a barrier to access to the ocean for schools. What are some examples of free or inexpensive ways to access marine education resources at all levels of schooling?
The Action Plan!
What I am already doing to promote ocean literacy in the classroom:
I currently participate in Eagle Wing Tours’ Salish Sea Floating Classroom program. I have done so since its inception.
I have taught a place-based education unit on WSANEC and Lekwungen legends, which includes field trips to the Gorge, Mt. Tolmie, Lauwelnew, Pkols and Cadboro Bay and teaches local legends and the connection between place and people.
I also attend professional development events when available that include place-based and marine education components. Out of personal interest, I have taken courses through MERS on marine mammals and am currently taking EOS 350 at UVic. All of these learning opportunities have or are helping me, as a teacher without a science background, to increase my personal ocean literacy and comfort level teaching it to my students.
This school year:
This school year, in addition to the Salish Sea Floating Classroom, my colleague and I have instituted bi-weekly walking field trips with our classes to a local beach (Arbutus Cove) with different marine, environment, and mindfulness topics planned for each trip. We will engage students in developing a connection to place, not only on a scientific level but on a personal and emotional level. We will have writing activities, where students are to write their observations and note changes from one visit to the next (seasonal, tidal, weather, sea state, beach state etc.). In accordance with Kelly et al’s statements regarding the importance of place-based connection, it is vitally important that students feel connected to their environment, their local beach and begin to notice the changes that occur within it over the course of a year. It is this connection that will give them the interest enough to make significant changes in their lives and the lives of their families.
In English Language Arts, I will implement a language unit that I designed last year in another course called Adventure on the Salish Sea. This unit will include reading “A Whale of the Wild” by Rosanne Parry, a novel about a southern resident orca in the Salish Sea, what happens when she gets separated from her pod and her search to find them again. Students will then research an animal of their choice that lives in the Salish Sea and write their own adventure story which, like in A Whale of the Wild, includes factual information about the habitat and dangers (including anthropogenic factors) their animal faces. This unit was designed to engage students in their own research about the Salish Sea and the creatures within it. Story is a way of putting people in “place” even when they are unable to be physically in it. This unit will complement the Salish Sea Floating Classroom and bi-weekly trips to Arbutus Cove and allow students to do some formal research while at the same time having some creative license over their final product.
References:
Kelly, R., Evans, K., Alexander, K. et al. Connecting to the oceans: supporting ocean literacy and public engagement. Rev Fish Biol Fisheries 32, 123–143 (2022). https://doi.org/10.1007/s11160-020-09625-9
Kloster, Darron. “Eco-Tourism Operator, Schools Join Forces to Teach Kids about Salish Sea.” Victoria Times Colonist, 27 Oct. 2022, https://www.timescolonist.com/local-news/eco-tourism-operator-schools-join-forces-to-teach-kids-about-salish-sea-6014927.
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