Ocean Data

Article Number	Title	Authors	Year	Type of Document	Type of Study	Key Words	Journal	Book Title
"	132	Aged 12 - 14	years 7, 8, 9	This study suggests that, regarding the preferred source to get information about the ocean, the computer is clearly the preferred media, while the radio is the least chosen option by pupils in both countries. Moreover, findings show there is no significant association between the choice of media source and ocean literacy levels.	Preferred Information Source, Association between Media Source and Ocean Literacy	The overall results suggest that the more the pupils know about the ocean the more important is for them and the more they feel personal responsibility for its well-being	Competitive Grant
"	2019	Journal article	Experimental	Ocean literacy, behavioural science, effectiveness, education, attitude, sustainable development, intended behaviour	Frontiers in Marine Science		UK	Spain, UK, Romania
"	Impact of Knowledge on Behavior and Awareness, Role of Citizen Science in Enhancing Perception	"there is a need for environmental issues to be communicated in a way that allows citizens to both understand the information and increase their motivation to actively participate in conservation and education projects, initiatives, and events (when possible), and to encourage them to increase and/or maintain participation by demonstrating the value of their contributions. Indeed, our results seem to indicate that our initiative was successful in engaging primarily citizens who were already ocean-literate and/or already familiar with the proposed topics and/or already involved by the authors in such activities. Therefore, it will be important in the future to modify the communication plan to involve different and new audiences and to develop a wider network of contacts. One possible approach could be to involve high school students in disseminating the questionnaires to their relatives and friends. In this way, we expect to achieve greater heterogeneity (age, gender, social background, etc.) in responses. With a more “capillary” approach, through our citizen science platform we could also propose to the schools and/or citizens involved, specific Ocean Literacy and citizen science activities, and prepare pre- and post-activity questionnaires that would allow us to understand if their knowledge and attitude towards the proposed topics have changed
"	Indiscernible	"Teachers need to overcome the paradigm that they are the holders of all knowledge, to a new paradigm where teachers and students have to co-construct knowledge"	1				1	1
"	Inspiration and Collaboration, Trans-disciplinarity and Inclusiveness, Exchange of Best Practices, Promotion of Blue Careers, Empowerment of Scientists, Importance of Collaboration, Transformation of Knowledge into Action, Call for Multidisciplinary Involvement		Competitive grant
"	Ocean Conservation, Ocean Conservation, Ocean Literacy and Ocean Education, Twitter Discussions, Role of Ocean Literacy and Education		Private
"	Ocean Week Canada		literature review and discussions with subject experts, Online Survey		Literature Review, Discussions, Survey	"The Ocean Week Canada Pilot
"	Olga Garcia, Carl Cater	2022	Journal article	Observational	Ocean literacy, ecotourism, scuba diving, sense-of place, stakeholders, partnerships	Journal of sustainable tourism		UK
"	Purpose of COLLECT Protocol, Role of Citizen Science, Expected Global Impact	The COLLECT methodology can be followed globally by youth, adults, citizen groups (e.g., schools, youth groups and other associations, NGOs) and others to observe and collect plastic litter data in sandy beaches, which after appropriate quality checks made by experts, can be open and accessible to the scientific community and other key stakeholders. Furthermore, all digital assets resulting from COLLECT, such as procedures, datasets and scientific publications, will be open access and compliant with FAIR guidelines, thus, increasing and promoting information accessibility and reproducibility within the scientific community. We foresee that COLLECT will contribute to the global effort of enabling access to key information in areas with data gaps, and to actively monitor the UN SDG14	Grant		1
"	Visibility Enhancement, Engagement in Environmental Science, Interactive Learning Environment, Experiential Learning Opportunities	...illustrate the challenges associated with these technologies, and it becomes obvious that the technical features of a tool do not determine the kind of interactions that will evolve from its use. The contexts in which a tool is used, and what the features mean to the users in situ, are key, and demonstrate the importance of studying not only the outcome of a learning practice but also the ongoing interaction between the users and the tool in a specific context.	University
"	n/a	public participation processes, community engagement, capacity building		Engagement, Access, Experiences, Participation, Community Engagement, Capacity Building	Public Consolation	n/a	No	Community, Residents
"		School Activities, Experiences			No
""Although this type of popular texts are part of daily cultural life in Northeast Brazil, their use in the school context is still underexplored and is an example of embracing local culture to disseminate the importance of oceans and implement behavioural changes."""	1			1	1	1	1
""In a region surrounded by water, it is easy to assume that youth interest in oceans is both inherent and unavoidable. However, the study showed that only 13 percent of youth indicated they would be interested in a career in the
""In addition to lack of exposure, awareness, misinformation, and lack of curiosity-born interest, another surprising factor at play was the region’s marine heritage. A common assumption was that the region’s long history of marine activities would work to Favor attitudes and interest. Heritage seemed to work counterintuitively, reinforcing negative and narrow stereotypes and assumptions, and denigrating ocean careers rather than legitimizing them. "	1			1	1
""The ability to build-own their knowledge for students in the cooperative learning process is the goal of modern education."""							1
""This data suggested that public understanding of what comprised the region’s marine industry had not progressed much beyond the turn of the century—the other century!""
(1) Oceans Week Halifax’s organization of community events to strengthen human–ocean relationships, (2) the Apoqnmatulti’k (Mi’kmaw: we help each other) project’s partnerships between Mi’kmaq and local knowledge holders and academia, (3) Fishing For Success’s (Newfoundland and Labrador) inclusive approaches to connecting marginalized communities to the ocean, and (4) the Co-Existing With North Atlantic Right Whale Project’s protection of whales without jeopardizing coastal community livelihoods. "	surveys, semi-structured interviews, and document scans	Education, Events, Traditional Knowledge	Survey, Interviews, Document Scan		No	Stakeholders, Government, Academia, Community	government, NGO and advocacy, academia and research, industry, education, community, media, cultural heritage, and health	52
(COLC) "		Survey		Survey	Canadian Ocean Literacy Survey (COLSurvey)	No	Public	Ocean engaged people
(COLC) "		Survey, Research Poll, Document Scan, Interviews, Workshops, Media scan		Survey, Document Scan, Interviews, Workshops, Research Poll, Media Scan	"Ocean Literacy
(COSEE OCEAN) "			Informal Education, Summer Camps, Field Based Programmes, Professional Development, Community Outreach, Online Resources, Exhibitions, Educational Cruises, Field Schools, Summits/Symposiums, Mobile Applications, Podcasts, Coastal Centres, Games, Experiences, Rewards,	Project Review, Survey	Indiscernible	No	Public
(Government, NGO and Advocacy, Academia and Research, Industry, Education, Community, Media, Cultural Heritage, and Health.)"	3485	Indiscernible	Indiscernible	"The key strengths of OL identified in the region are: (1) established community water monitoring and information sharing, (2) place-based experiential education, and (3) “water is life”: building land-water stewardship action.
(Halifax: Institute for Ocean Research Enterprise, June 2016), http://iore.ca/marine-people
(Mokos et al., 2020) validated OL surveys"	Yes	Students & Teachers	Students (High School)	154	16 - 17	Grade 11 - 12	High school students from the Mediterranean region were found to possess only a low to moderate level of content knowledge concerning Mediterranean Sea issues. Up to now, similar previous studies have been focused only on general ocean sciences issues in several Mediterranean countries (e.g., Croatia, Cyprus, Egypt, Greece, Italy, Malta, Spain, Turkey). Results of these studies have revealed a moderate level of content knowledge of students of different education levels from primary to tertiary education	Content Knowledge Levels, Low to Moderate Knowledge, Previous Studies, Geographical Focus, Education Levels Covered,
(OLMS)"	Yes			3485	Indiscernible	Indiscernible	Across all study regions, OL was most often considered as an abstract and ‘unexciting’ term. It was also frequently described as being too ‘academic,’ difficult to understand, and/or a ‘buzzword’ that lacks connection to place and action. For many, it was perceived as limiting and problematic, particularly due to the deficit-based and often stigmatizing connotation of ‘literacy.’ The concept was equally identified as being difficult to connect with, both for inland Canadians, who do not immediately see themselves in ocean terminology, and for francophones, as there is no commonly agreed upon translation for OL in French.	Perceptions of Ocean Literacy, Ocean Literacy is Abstract and Uninteresting, Ocean Literacy is Limiting and Problematic, Difficulty in Connection
(REASE),"	The projects and activities implemented by REASE focus mostly on formal-education of school children and include: (1) capacity building for K-12 teachers, (2) educational programs to support and develop ES projects in schools, including a citizen science project to evaluate blue carbon stocks in the Algarve, (3) the publication of a children’s book about the ES provided by the local Ria Formosa coastal lagoon, with a community-based participatory design (illustrations made by schoolchildren) and (4) a diverse array of informal education activities to raise awareness on the importance of coastal ecosystems on human well-being.	Review	Education, Access, Experiences, Teacher Development, Informal Education Activities, Children's Books, Citizen Science, Activities	Project Review	n/a	Yes	Students & Teachers	n/a
(b) The national educational standards of India, i.e., INSs for school instruction, received a national OL grade of “D. This implies that INSs do not suf¿ciently address OL alignment with a mean value 11.3. Furthermore, the study revealed that geography, a discipline of SS, had better alignment than science across all grade band levels. Like NGSS, the educational standards of the high school band had considerable OL concept alignment. OL alignment signi¿cantly rose across the grade bands in INSs. Of the total coverage, 50% of the concepts were directly addressed. Like for NGSS, OL principles 6 and 7 were highly and minimally emphasized in the INSs, respectively. Following principle 6, principle 1 was emphasized in INSs.
(c) The educational standards of the USA and India were compared on various parameters, such as mean OL coverage value, grade band comparison, OL principal coverage, and nature of the coverage. It was observed that the OL mean coverage value of the USA is signi¿cantly greater than that of India, indicating that the USA more successfully encompasses OL concepts than India does by a value of 7.3. Many differences and similarities were observed between the USA and India concerning OL alignment. It was found that of the aligned concepts, the majority of them belonged to index topics of principal 6 for both countries. Furthermore, it was observed that the coverage nature of the total coverage concepts remained direct for both countries under comparison. Alignment of OL coverage remained almost stable with a minor rise in OL alignment number across all grade band levels in the USA. At the same time, a substantial progressive increase was observed across the grade band levels of India."	Educational Standards Coverage, Concept Alignment, Comparison between USA and India	The study conducted a comparative analysis of the educational standards of the USA and India. The ¿ndings reveal that the USA more successfully aligns maximum OL concepts than India does. The results of the study can serve as a re¿ective framework for the countries under consideration. Sample countries can determine OL levels and identify approaches to raising the percentage of OL concepts in their own country’s educational standards. The currently used Indian learning materials drafted by NCERT can incorporate maximum OL concepts with strategic planning	Competitive Grant
(n = 80)"	Aged 8 - 18		We argue that, despite the wide range of environmental data available and a common use of a broad range of media, this group is not aware of or interested in climate related issues. This paper highlights the challenges in bringing researchers, data managers and educators together to provide consistent, up-to-date messages that can appeal to and can be understood by modern societies. It also highlights insufficiencies in environmental school education, including those concerning the “uncertainty” concept, which is a fundamental part of any scientific process.	Lack of Awareness or Interest in Climate Issues, Challenges in Communication and Collaboration, Deficiencies in Environmental Education, Awareness Gaps, Collaborative Efforts, Educational Reforms	In identifying these challenges, we propose a pathway for improving societal knowledge on climate and ocean changes that takes advantage of the technological abilities for environmental data collection, storage and processing, global and regional research, as well as good practices in ocean literacy and climate and ocean education	Grant
-partnership-mpp/"		Survey				No	Students & Teachers, Industry	"Students (High School),
1	The Marine People Partnership: Building a Workforce for Our Ocean Industries through Ocean Literacy	Sherry Scully	2018	Book Chapter	Discussion			The Future of Ocean Governance and Capacity Development
1. Clarify Canada’s existing ocean literacy landscape.
1. Ocean literacy as reading about the ocean (3)
10	Digital storytelling as an educational tool for scientific, environmental and sustainable development literacy on marine litter in informal education environments (Case study: Hellenic Centre for Marine Research)	Argyro Andriopoulou, Sofia Giakoumi, Theodora Kouvarda, Christos Tsabaris, Evaggelia Pavlatou, Michael Scoullos	2022	Journal article	Experimental	DST, Non-formal education, science institute, education for environment, sustainable development, experiential activity, micro-plastics, pollution, science literacy, Information, Communication Technologies, teaching/didactic intervention	Mediterranean Marine Science	n/a
100	Understanding ocean literacy in Canada: Inuit Nunangat regional report	Carie Hoover	2020	Report	Observational	n/a	n/a	n/a
100"			Results indicate that 70% of respondents believe the marine environment is under threat from human activities, and 45% believe the threat is high or very high. Yet when asked about the ocean's health, only 15% thought it was poor or threatened. Respondents consistently ranked pollution issues as the highest threat, followed by fishing, habitat alteration and climate change. With respect to ocean protection, 73% of respondents support marine protected areas in their region. Most respondents overestimated the area of ocean currently protected, and would like to see much larger areas protected in the future.	Threat Perception, Concerns Ranking, Support for Ocean Protection	Overall, a clear picture emerged of the perceived threats and support for protection which can inform marine managers, policy makers, conservation practitioners and educators to improve marine management and conservation programs.	Competitive Grant
101	COSEE - Collaborations to bring ocean science research to the public	Liesl Hotaling	2009	Report	Discussion	n/a	n/a	n/a
1010"	18+	n/a	Survey data demonstrated that Canadians strongly identify as an ocean nation and that they are willing to make lifestyle changes to support ocean health. Canadians also indicated that they want Canada to be an international leader in ocean protection. However, Canadians differed on a number of measures, including what actions they take to protect the ocean, what they value most about the ocean, and to what extent they perceive the ocean as influencing their day-to-day lives. These results indicate that there remains a significant gap in the participants’ relational understanding of their personal, day-to-day impacts on the ocean and the ocean’s impact on their daily activities. These ideas are key to our conception of ocean literacy	National Identity and Support for Ocean Health, Differences in Actions and Values, Perception of Ocean's Influence, Importance of Ocean Literacy	The development and validation of the Canadian Ocean Literacy Survey demonstrates that the scales of “ocean perceptions” and “ocean values” are valid and reliable factors in our developing conception of ocean literacy. This finding is consistent in both “ocean engaged” and “general public” populations across Canada. Thus, these factors should be considered as robust items for inclusion in future research in this area. The survey was administered as part of a Canada-wide, mixed methods study examining how ocean literacy is understood and practised across different regions and sectors. It included items to better describe our emotional connection to, and relationship with, the ocean—broadly conceived.	Competitive Grant
102	Ocean Literacy and Youth – Integrating a Place Based SDG 14 Intervention into Irish Secondary School Curriculum	Lucy Hunt	2021	Journal article	Experimental	n/a	International Journal of Technology and Inclusive Education (IJTIE)	n/a
103	Investigating societal attitudes towards the marine environment of Ireland	Stephen Hynes, Danny Norton, Rebecca Corless	2014	Journal article	Observational	Public attitudes, Marine environment, Management, Ocean literacy	Marine Policy	n/a
104	Ocean literacy within the United Nations Decade of Ocean Science for Sustainable development: a framework for action	UNESCO	2021	Report	Discussion	n/a	n/a	n/a
105	State-of-the-art of ocean literacy	UNESCO	2022	Report	Discussion	n/a	n/a	n/a
106	A new blue curriculum: a toolkit for policy-makers	UNESCO	2022	Report	Discussion	n/a	n/a	n/a
107	Internalization of Ocean Literacy Value through Language Learning	Cintya Nurika Irma, Febi Junaidi, Kundharu Saddhono, Ramadhan Kusuma Yuda, Valentina Edellwiz Edwar	2021	Journal article	Observational	internalization, ocean literacy, language learning.	Journal of Hunan University (Natural Sciences)	n/a
108	Underwater web cameras as tools for motivating students to engage in inquiry-based learning of marine science topics	Mike Irvine	2011	Thesis/dissertations	Experimental	n/a	n/a	n/a
109	Teachers' perspectives of Ocean Literacy through an ethic of care	Natasha Jackson-Drouin	2018	Thesis/dissertations	Experimental	n/a	n/a	n/a
11	Direction of Aquatic and Marine Environmental Literacy Education Program	Tsuyoshi Sasaki	2012	Report	Discussion	"Aquatic Marine Environmental Literacy (AMEL), AMEL Education Program, Tokyo University of
110	Ocean Literacy to Promote Sustainable Development Goals and Agenda 2030 in Coastal Communities	José Carlos Ferreira, Lia Vasconcelos, Renato Monteiro, Flávia Zurga Silva, Cláudio Macedo Duarte, Filipa Ferreira	2021	Journal article	Discussion	ocean literacy, coastal areas, marine environment, environmental education, sustainable development goals	Education Sciences	n/a
111	Multilevel Effects of Student and School Factors on Senior High School Students’ Ocean Literacy	Liang-Ting Tsai	2019	Journal article	Observational	ocean literacy environmental education, hierarchical linear model, attitude toward ocean, senior high school	Sustainability	n/a
112	Development of Ocean Literacy Inventory for 16- to 18-Year-Old Students	Cheng-Chieh Chang	2019	Journal article	Observational	ocean literacy, marine education, science education, reliability, validity, SEM	SAGE Open	n/a

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