Connecting to the oceans: supporting ocean literacy and public engagement.
Rachel Kelly, Karen Evans, Karen Alexander, Silvana Bettiol, Stuart Corney, Coco Cullen-Knox, Christopher Cvitanovic, Kristy de Salas, Gholam Reza Emad, Liam Fullbrook, Carolina Garcia, Sierra Ison, Scott Ling, Catriona Macleod, Amelie Meyer, Linda Murray, Michael Murunga, Kirsty L Nash, Kimberley Norris, Michael Oellermann, Jennifer Scott, Jonathan S Stark, Graham Wood, Gretta T Pecl
Author Information
Rachel Kelly: Centre for Marine Socioecology, University of Tasmania, Hobart, TAS 7005 Australia. ORCID
Karen Evans: CSIRO Oceans and Atmosphere, Castray Esplanade, Hobart, TAS 7001 Australia.
Karen Alexander: Centre for Marine Socioecology, University of Tasmania, Hobart, TAS 7005 Australia.
Silvana Bettiol: College of Health and Medicine, University of Tasmania, Hobart, TAS 7005 Australia.
Stuart Corney: Centre for Marine Socioecology, University of Tasmania, Hobart, TAS 7005 Australia.
Coco Cullen-Knox: Centre for Marine Socioecology, University of Tasmania, Hobart, TAS 7005 Australia.
Christopher Cvitanovic: Centre for Marine Socioecology, University of Tasmania, Hobart, TAS 7005 Australia.
Kristy de Salas: School of Technology, Environments and Design, University of Tasmania, Hobart, TAS 7005 Australia.
Gholam Reza Emad: Australian Maritime College, University of Tasmania Newnham, Hobart, TAS 7248 Australia.
Liam Fullbrook: Centre for Marine Socioecology, University of Tasmania, Hobart, TAS 7005 Australia.
Carolina Garcia: School of Technology, Environments and Design, University of Tasmania, Hobart, TAS 7005 Australia.
Sierra Ison: Centre for Marine Socioecology, University of Tasmania, Hobart, TAS 7005 Australia.
Scott Ling: Institute for Marine and Antarctic Studies, Hobart, TAS 7001 Australia.
Catriona Macleod: Centre for Marine Socioecology, University of Tasmania, Hobart, TAS 7005 Australia.
Amelie Meyer: Institute for Marine and Antarctic Studies, Hobart, TAS 7001 Australia.
Linda Murray: College of Health, Massey University, Wellington, New Zealand.
Michael Murunga: Centre for Marine Socioecology, University of Tasmania, Hobart, TAS 7005 Australia.
Kirsty L Nash: Centre for Marine Socioecology, University of Tasmania, Hobart, TAS 7005 Australia.
Kimberley Norris: School of Psychological Sciences, University of Tasmania, Hobart, TAS 7005 Australia.
Michael Oellermann: Institute for Marine and Antarctic Studies, Hobart, TAS 7001 Australia.
Jennifer Scott: School of Psychological Sciences, University of Tasmania, Hobart, TAS 7005 Australia.
Jonathan S Stark: Australian Antarctic Division, Kingston, TAS 7050 Australia.
Graham Wood: School of Humanities, University of Tasmania, Launceston, TAS 7250 Australia.
Gretta T Pecl: Centre for Marine Socioecology, University of Tasmania, Hobart, TAS 7005 Australia.
Improved public understanding of the ocean and the importance of sustainable ocean use, or ocean literacy, is essential for achieving global commitments to sustainable development by 2030 and beyond. However, growing human populations (particularly in mega-cities), urbanisation and socio-economic disparity threaten opportunities for people to engage and connect directly with ocean environments. Thus, a major challenge in engaging the whole of society in achieving ocean sustainability by 2030 is to develop strategies to improve societal connections to the ocean. The concept of ocean literacy reflects public understanding of the ocean, but is also an indication of connections to, and attitudes and behaviours towards, the ocean. Improving and progressing global ocean literacy has potential to catalyse the behaviour changes necessary for achieving a sustainable future. As part of the Future Seas project (https://futureseas2030.org/), this paper aims to synthesise knowledge and perspectives on ocean literacy from a range of disciplines, including but not exclusive to marine biology, socio-ecology, philosophy, technology, psychology, oceanography and human health. Using examples from the literature, we outline the potential for positive change towards a sustainable future based on knowledge that already exists. We focus on four drivers that can influence and improve ocean literacy and societal connections to the ocean: (1) education, (2) cultural connections, (3) technological developments, and (4) knowledge exchange and science-policy interconnections. We explore how each driver plays a role in improving perceptions of the ocean to engender more widespread societal support for effective ocean management and conservation. In doing so, we develop an ocean literacy toolkit, a practical resource for enhancing ocean connections across a broad range of contexts worldwide.
