Development of the International Ocean Literacy Survey

Measuring knowledge across the world

Bibliographic Data

ID12525845
AuthorsGéraldine Fauville (0000-0001-5462-2591, University of Gothenburg, corresponding author), Craig Strang (0009-0001-5117-9034, Lawrence Hall of Science, University of California, Berkeley, CA, USA), Matthew A Cannady (0000-0002-7256-3131, Lawrence Hall of Science, University of California, Berkeley, CA, USA), Ying-Fang Chen (Lawrence Hall of Science, University of California, Berkeley, CA, USA)
Year2018
Volume25
Issue2
Pages238-263
Publication date2018-03-12
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEnvironmental Education Research (JOURNAL)
Journal identifiersISSN: 1350-4622 • E-ISSN: 1469-5871
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/13504622.2018.1440381
OpenAlexW2793122602
LanguageEN
Citations received28
References cited13

The Ocean Literacy movement began in the U.S. in the early 2000s, and has recently become an international effort. The focus on marine environmental issues and marine education is increasing, and yet it has been difficult to show progress of the ocean literacy movement, in part, because no widely adopted measurement tool exists. The International Ocean Literacy Survey (IOLS) aims to serve as a community-based measurement tool that allows the comparison of levels of ocean knowledge across time and location. The IOLS has already been subjected to two rounds of field testing. The results from the second testing, presented in this paper, provide evidence that the IOLS is psychometrically valid and reliable, and has a single factor structure across 17 languages and 24 countries. The analyses have also guided the construction of a third improved version that will be further tested in 2018

Environmental education · Environmental resource management · Field (mathematics · Literacy · Pedagogy · Coastal and Marine Management · Environmental Science · Psychology

Tools

Open DOISci-HubOpen Access