Defining Ocean Literacy: Building Consensus, Building Momentum Craig Strang, Sarah Schoedinger, Lynn Whitley, Rita Bell, Peter Tuddenham

The Context  The ocean covers over 70% of the planet and defines everything about it  Over half of the U.S. is underwater  Most of the oxygen on earth is produced in the ocean  The ocean regulates weather and climate  The ocean allows for life to exist  The ocean drives our economy ($43B in CA alone)  Hurricanes, Tsunamis, Polar Bears. Seen Inconvenient Truth? Hello?  And yet…

The Challenge Ocean topics don’t fit neatly into Bio, Chem, Phys disciplines, mostly ignored in US K-12 education. Ocean topics don’t fit neatly into Bio, Chem, Phys disciplines, mostly ignored in US K-12 education. There was no consensus on what was important to include in the classroom. There was no consensus on what was important to include in the classroom. The American public was largely ignorant of the importance of the ocean in their lives--negative feedback loop. The American public was largely ignorant of the importance of the ocean in their lives--negative feedback loop.

A Sorry State of Affairs  No systematic teaching about the Ocean in places like CA and HI  “Marine Education” marginalized, localized and idiosyncratic  Perceived lack of rigor and innovation--science ed reform left marine educators behind

The Response COSEE Network, NMEA, National Geographic Society, NOAA, College of Exploration, LHS, Sea Grant, and others agreed to work together COSEE Network, NMEA, National Geographic Society, NOAA, College of Exploration, LHS, Sea Grant, and others agreed to work together A mechanism was developed to build consensus: A mechanism was developed to build consensus: Inclusive, democratic, transparent process Inclusive, democratic, transparent process Work mostly done online Work mostly done online Built on and credited past efforts Built on and credited past efforts No institutional ownership No institutional ownership Institutions lent authority and credibility Institutions lent authority and credibility

Action An online conference was sponsored to solicit input (Oct. 2004) An online conference was sponsored to solicit input (Oct. 2004) Face-to-face meeting with iterative feedback online (Feb. 2005) Face-to-face meeting with iterative feedback online (Feb. 2005) Special Scientific Review Special Scientific Review Public Peer Review Public Peer Review Agreement was reached in several key areas Agreement was reached in several key areas

The Result Ocean literacy was defined Ocean literacy was defined Essential principles were identified & supported by fundamental concepts Essential principles were identified & supported by fundamental concepts These principles & concepts were aligned to the National Science Education Standards These principles & concepts were aligned to the National Science Education Standards An archive of this conference can be seen at

The Definition Ocean literacy is an understanding of the ocean’s influence on you and your influence on the ocean. An ocean-literate person:  Understands the Essential Principles and Fundamental Concepts about the ocean;  Can communicate about the ocean in a meaningful way; and  Is able to make informed and responsible decisions regarding the ocean and its resources.

“Ocean literacy is an understanding of the ocean’s influence on you and your influence on the ocean.” Seven Essential Principles: 1. Earth has one big ocean with many features. 2. The ocean and life in the ocean shape the features of Earth. 3. The ocean is a major influence on weather and climate. 4. The ocean makes Earth habitable. 5. The ocean supports a great diversity of life and ecosystems. 6. The ocean and humans are inextricably interconnected. 7. The ocean is largely unexplored.

Alignment to the NSES

A Scope & Sequence

A Conceptual Flow from the Scope & Sequence

Activities & Impact To Date  Presentations at MTS, NSTA, CSTA, HSTA, ASLO, AGU, NMEA, COSEE mtgs, NSTA “blue planet” issue  NOAA Environmental Literacy Grants  Conference on Ocean Literacy in DC; International Pacific Marine Educators Conference in Hawaii  Workshops on translating EPs for public audiences visiting aquaria, zoos and museums  Influencing text book: “Life on an Ocean Planet”  Influencing state standards (MD, SC, CA) Note your accomplishments on the blog at

The “Real” Impact  Activated the community  Ocean Sciences now have a place at the table (a little corner…)  Ocean Sciences is part of the mainstream conversation  We have changed the way we think…

(Not so) Old Thinking  “You could teach all the standards using ocean examples if you wanted to…”  Great, but no one wanted to (except you and me)  “The Ocean is so engaging!”  So is YouTube and MySpace

New Thinking  The ocean has distinct, intrinsic, significant importance  The “essential principles” about the ocean really are essential, so  You can’t be culturally fluent or science literate unless you are ocean literate  You would be doing students a disservice not to teach them about the ocean

Some Examples  Can’t teach primary productivity w/o chemosynthesis  Can’t teach physics of sound w/o sound in the ocean  Can’t teach climate (change) w/o ocean processes  Can’t teach mollusks w/o cephalopods!

Future Steps for Ocean Literacy Translate into stories and messages for use in free-choice learning Translate into stories and messages for use in free-choice learning Incorporate into national and state standards, assessments, and curricula. Incorporate into national and state standards, assessments, and curricula. Create tools for educators for easy insertion in the classroom (e.g. scope and sequence) Create tools for educators for easy insertion in the classroom (e.g. scope and sequence) Identify materials to support the integration of ocean literacy into the curriculum Design and deliver teacher professional development programs

What Did We Learn? The Process is Important! The Process is Important! Collaboration is hard; Struggle makes the product better; Consensus is critical!  But don’t settle for lowest common denominator  Don’t stop till the whole is greater than the sum of the parts.

Getting Involved  Review of the Scope and Sequence  Identify exemplary materials and activities  Provide insights and opinions