The Museum/Library Family Reading and Science Programhas chosen biodiversity as their 2004 theme, and hasidentified inspiring participants to promote biodiversity asa goal. To assist them, this study asks: How canbiodiversity messages be presented to be meaningful andmotivating for families in a non-formal learning format? Asorting instrument will assess the biodiversity information“frames” that children and adults choose as most likely tomotivate them. An evaluation of their top choices—in thecontext of brochures to complement Museum exhibits—will determine if the frames are effective in producingbehavior that provides evidence of increased motivation.Framing for Effectiveness & Categories of Concern: Identifying Motivating Language for Biodiversity MessagesBarbara B. Lucas20390 Westview DriveNorthville, MI [email protected] Partner:The Exhibit Museum of Natural HistoryUniversity of Michigan1109 Geddes AvenueAnn Arbor, MichiganIn collaboration with:The Washtenaw County LibrariesWashtenaw County, MichiganDepartmental contact person:Mary MartinowiczThe School of Natural Resources and EnvironmentThe University of MichiganAnn Arbor, MichiganFor the past four years the University of Michigan Exhibit Museum of Natural History and the Washtenaw County Libraries have presented a variety of “Family Reading and Science” programs (workshops, lectures, “Discovery Day” at the Museum, etc.). The goal of the programs is to “facilitate family involvement in children’s learning through theme-based winter programming.” Wildlife Biodiversity will be next year’s theme—a well-chosen topic, considering the public’s lack of understanding of biodiversity’s importance (a recent nationwide survey showsthat only 19% of respondents thought the rate at which species are becoming extinct is 'a serious problem.'). Biodiversity is a complex concept that can be presented in countless different ways. Thus, the program design team seeks to identify approaches targeted for their audience. Numerous studies exist that examine the effectiveness of various environmental education strategies based on the structure of the activity. But relatively lacking in the literature are examinations of the importance of the “framing” of environmental messages in ways that are meaningful and motivating to the audience. This is especially relevant in the non-formal, short-duration format of the Museum/Library learning programs.A citizenry that is motivated to engage in behaviors that promote biodiversity and prevent species extinctions is a goal towards which the Museum/Library programs would like to contribute. But studies have shown that merely increasing knowledge about environmental problems does not necessarily lead to a change in behavior. Essential to the promotion of biodiversity and a sustainable future will be exploration of information frames that increase learners’ motivation to act. This study seeks to build upon valuable groundwork that was laid through an extensive nationwide survey which assessed adults’ attitudes and values on the topic of biodiversity. Further exploration of the strength of these categories of concern—for both children and adults—will provide data essential for designing effective family programming. Determining effective language that facilitates the bridge between biodiversity knowledge and public motivation will require exploration of the following: What are the various ways that biodiversity preservation can be framed as beneficial (issues of economics, sustainability, quality oflife, etc.)? Which category of “recipient of benefits” tends to be most motivating (yourself/family, our Great Lakes region, our nation, the biosphere, or future generations)? What scale of place in biodiversity education is most motivating (local vs. global issues)? What is more motivating—biodiversity frames that emphasize positives or negatives (i.e. gains or losses), or a mixture of both? Is biodiversity information presented in a story format (e.g. a case study) more motivating than that which is generically-based?The literature points to another area in which data is sparse: the measurement of actual behavior change resulting from environmental education interventions. Most studies that evaluate progress towards the goal of creating an environmentally responsible citizenry do so through self-report of “intent-to-act.” Needed are measures of the behaviors that provide concrete evidence that levels of motivation to act have been elevated. Therefore, highly useful will be a study that not only collects comparative data on motivating biodiversity “message frames” as measured by self-report, but which also goes a step further through the collection of comparative data as measured through actual behavior.Timetable:i) March-May 2003(1) Background research(a) Interview of experts within the University of Michigan system about essential biodiversity concepts, non-formal learning strategies, and environmental attitude/behavior intervention and assessment.(b) Analysis of literature.(c) Survey of exhibits within the Museum that illustrate biodiversity concepts.ii) June-July 2003(1) Phase I—Assessment of frames per self-report(a) Development and administration to 80 subjects (40 adults, 40 elementary-aged children):- Sample frames sorting instrument- Brief demographic/biodiversity knowledge surveyiii) August-September 2003(1) Phase II—Assessment of frames through actual behavior(a) Development—Three “Why is Biodiversity Important?” brochures will be designed to complement selected Museum exhibits, using frames judged to be motivating per self-report in Phase I. Subtitles will read: “How to GetInfo on How to Help.” Each brochure will contain:- The same basic content presented in a different “frame”- Information on two ways to obtain information on steps to take to help biodiversity:1. a form to fill out and send in, or2. an e-mail address to write to, to request the information electronically.(b) Administration—- Brochures will be conspicuously displayed at the front entrance and in dispensers near the relevant exhibits.- The frames will be rotated in units, until 200 of each brochure are utilized.- Records will be made of which brochures elicited requests for “action steps information” (their corresponding frames tracked by
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