1. FRAMING FOR EFFECTIVENESS Identifying Motivating Strategies for Communicating Biodiversity Messages

2. Researchers:  Graduate Student: Barbara Lucas  Primary Advisor: Dr. Paul Mohai School of Natural Resources and Environment  Secondary Advisor: Dr. Scott Paris School of Education, Department of Psychology

3. Overview Background Research questions Methods Benefits

4. What motivates people to do something for the environment, in terms of who receives the benefits?  Categories of concern:  Self/family  Local region (Great Lakes)  Nation  Global biosphere  The wild animals  Future generations

5. The University of Michigan Exhibit Museum of Natural History  Partners annually with Washtenaw County Libraries to present: “Family Reading and Science Programs”  Theme of Winter 2004: Wildlife Biodiversity

6. Some of client’s goals:  Target their audience  Encourage behavior that promotes biodiversity

7. Constraints of programs:  Participants are both children and adults  Short duration  Single exposure Constraints complement message-framing interest

8. Previous research in Environmental Education  Knowledge alone doesn’t result in environmentally responsible behavior

9. Environmental education that goes beyond the “increase- knowledge-to-change-behavior” model attempts to: Influence numerous variables over time  Change attitudes/skills of learner But most environmental messages are “sound bites.”

10. How do you reach people and move them?  Use a story format  Match their cognitive map  Use a positive vs. negative approach  Emphasize local vs. faraway issues

11. The Biodiversity Project  Mission: Assess public opinion Explore public education and communication strategies  Surveys of 1500 adults nationwide (1996 and 2002) assessed knowledge and attitudes.

12. Research questions: What categories of concern are most motivating? What presentation formats are most motivating? Do demographic factors influence the choices?  Age  Parenthood  Parent/child pairs

13. METHODS  Goal #1: Identify motivating message frames per self-report SURVEY children and adults 1. Multiple measures of categories of concern  Self/family  Local region (Great Lakes)  Nation  Global biosphere  The wild animals  Future generations

14. Visual representation of categories of concern:

15. Other logos  Future generations  The wild animals  Nature around the world

16. Survey design continued… 2. Measure of most motivating presentation formats  Negative vs. positive presentation of facts  Story (case-study/success story) vs. generic information 3. Basics of biodiversity knowledge 4. Demographic information, date

17. Phase I Analysis  Correlations between preferred choices and demographic data

18. METHODS  Goal #2: Measure motivating frames per behavior FLIERS directing readers to websites containing ERB opportunities  Fliers will use the three top-rated frames— same facts, different presentations  Distribute an equal number of each  Each flier will have its own website address and password, to track hits

19. “Action-Steps for Biodiversity” website  Local volunteer opportunities  Organizations to send money to  Relevant legislation  Lifestyle changes that reduce resource consumption/environmental degradation  “Green” consumer choices  Tips for attracting/supporting backyard wildlife

20. Phase II analysis  Which fliers (i.e. which message frames) are associated with the most website hits?

21. Use of website/fliers to measure strength of frames:  CONS Results cannot be generalized Causal relationship cannot be inferred Longitudinal follow-up required to ensure completion of the ERB  PROS Engaging in the behavior not limited by preference/non- preference for the activity A hit on the website is a first step in engaging in an ERB

22. Benefits of study  For the Exhibit Museum: Data analysis and recommendations  Will help in program design Compilation of “Action-Steps” info.  Hardcopies can be distributed to visitors  Electronic version can be incorporated into Museum website

23. Results will add to the body of knowledge on:  Framing of environmental messages  Categories of concern  Presentation approaches  Children’s attitudes  Relationship between attitudes of children and their parents  Using behavior vs. self-reported intent-to-act as a measure

24. TIMELINE

25. Budget—$700 Duplicating costs  120 surveys  600 fliers  Final document Binding final document Books, reports, and other published resources

26. Possible funding sources  Rackham Discretionary Funds  Arts of Citizenship Grant  Foundation for the Future

27. Significance  The future of biodiversity depends upon: Connecting with the audience Youth Action