Children’s Species Literacy as Estimated and Desired by Biodiversity Communicators: a Mismatch with the Actual Level

Abstract

AbstractWhile biodiversity decline continues and laypeople’s knowledge about species is limited, especially in children, high-quality communication is needed to raise awareness. For this, communicators should be aware of current knowledge levels in their target groups. We compared biodiversity communicators' estimates of the average species literacy level in primary school children with the actual level. Moreover, we explored the importance that communicators placed on species literacy and the level that they desired. Estimations of children’s average knowledge level varied widely and differed from the actual level. In particular, communicators overestimated the species literacy level. Although most biodiversity communicators agreed that knowledge about species is important, their view differed as to why species literacy would be important. Moreover, communicators differed with respect to the relative importance attached to different knowledge components. Professionals may thus benefit from a detailed framework of species literacy that illustrates different aspects and values. Most importantly, our findings suggest that to bridge the gap between actual and desired knowledge levels in children effectively, biodiversity communicators first need to become more aware of current perceptions in young audiences.