Youth and the sea: Ocean literacy in Nova Scotia, Canada

Improving public awareness about the ocean can benefit the environment, economy, and society. However, low levels of ‘ocean literacy’ have been identified in many countries and can be a barrier for citizens to engage in environmentally responsible behavior or consider ocean-related careers. This study assessed the level of ocean valuation, knowledge, interaction and interest of public school students grade 7–12 (ages 12–18) in Nova Scotia, Canada, a region with strong connections with the sea. A survey was used in 11 public schools, with a total of 723 students participating in a quiz and survey. Many quiz questions were aligned with the ‘Ocean Literacy Principles’ established by the Ocean Literacy Campaign in the United States. Although the average quiz score was below 50%, students reported a high valuation of the marine environment and diverse interest in the oceans, including jobs and careers. There was a distinct difference in knowledge of biology-related questions and abiotic-related questions, with students having more knowledge of and interest in topics concerning ocean life. A significant positive correlation between knowledge and value indicated that ocean-literate students might value the marine environment more strongly. Students reporting greater interaction with the ocean also demonstrated higher knowledge levels, and students with higher knowledge levels were more likely to be interested in ocean-related jobs and careers. Participants׳ high valuation of the marine environment and interest in ocean jobs and careers suggests important links between ocean literacy and environmental and economic benefit, respectively. Enhancing interactions with the ocean through experiential learning could be the most effective way of improving ocean literacy as well as marine citizen- and stewardship.