Any species or tidbits to add?

https://docs.google.com/forms/d/e/1FAIpQLSfWxEqNzldBgfn16aH2UXElrxLWCKrYMH5Rn6NmdTP0BVhGfw/viewform?embedded=true

https://forms.gle/4XQcdvvFVTg4s3BDA

After learning about various climate communication strategies, theories, barriers to engagement and ultimately pondering what the best opportunities and modalities for communicating are- I am left marvelling at the power of storytelling. For this course, Communication for Climate Action we were tasked with analyzing, creating, and recreating climate content. In the first part of this assignment I dove into the concept of species loneliness presented by Robin Wall Kimmerer, which describes the apparent decline in ability of people to name and connect with the species around them (Kimmerer, 2014). This concept hit home for me and provoked me to think about whether being able to simply name species, especially as an environmental professional is integral to conservation and climate action work, and further what we can learn from Indigenous peoples and languages that recognize species beyond just a name. However interesting, I realized (through feedback) that this concept overarched the capacity I had for this assignment and for the remix of this communication piece in part two I should simplify the scope. This led me to think about how I could integrate little tidbits or fun facts I knew about Canadian species into an interactive piece of media. 

In my undergraduate degree I took a course that involved memorizing the taxonomy of species across North America. There are hundreds of orders and families with 15-odd letters in each name such as “phoenicopteriformes” , the order in which flamingoes are categorized. Marginally tedious at the time, I now enjoy being able to classify and identify bird species and often get messages from friends and family with images of birds they see asking for identification. Before the course I hadn’t considered how many animals I “knew” but week after week I was surprised at all the new ones I was learning about and how many played important roles in their respective ecosystems. The names and orders of the families I was able to remember most quickly had interesting facts associated with them. 

For the remix of my assignment, inspired from my own experience and the study I referenced in assignment 3 regarding findings of “wildlife quizzes’ ‘ done in the Netherlands I decided to make a quiz. Using the platform Google Forms and fair use google images, along with species specific information I have acquired in my lifetime I created a short quiz. For the scope of the assignment I decided to focus primarily on mammals, along with a couple birds. Initially I set up the quiz as a short answer format, but decided to change it to a multiple choice format to help aid participants in finding the correct answer. I included a mix of what I perceive to be more commonly known animals, such as polar bears and lesser known ones such as Pronghorns. My goal is to raise awareness of the amount of biodiversity we have in Canada, along with which animals are at risk. The format I chose was limiting as the educational tidbit (or small story) that is included with each animal is only shown at the end of the quiz with the results- rather than directly after an answer is submitted which may make the respondent less likely to read. Initially I had planned to include 20 species, including plants, animals and insects. This however became too big and I instead focused on just animals, mostly mammals that I thought were more outwardly interesting.  With only several species in my quiz, there is opportunity to add many more, however I wanted the quiz to not be time consuming and leave a sense of wonderment as I had experienced in my previous course to imagine what other animals exist.

As the Hooykaas et al., (2019) study found that school aged children performed worse than the general population, my target audience for this quiz is youth in middle school. I have reached out to a few friends who are secondary teachers and asked if they would be interested in sharing my quiz with their students. To increase accessibility, I made an effort to refrain from fully scientific language so that the material could be understood by people not immersed in academia, while still using correct words to describe the animals presented. Additionally, the questions, answers and information could be transcribed to audio or printed off to reduce the need of a computer or smartphone. I wanted the quiz to be educational without being discouraging, hoping the participants would learn any animals they did not know about before either through the visual, or be compelled to learn more by the “fun facts” presented at the end. This concept could be easily reformatted to posters with an image and tidbits of information, or expanded to wildlife professionals, or hobby birders, hunters etc, who hold stories and information about Canadian wildlife and be able to add their own facts. Further, I have no doubt that there are many Indigenous stories and knowledge of local species that would add a more holistic understanding of the ecological importance of animals in Canada.

Climate action is a wide ranging archetype- and I believe that the intentionality that comes with learning names of species falls under conservation and climate change action despite it maybe not being outwardly actionable. With the plethora of knowledge and information that can be accessed online, it is amazing how much you can learn about animals without ever having to physically go find and potentially disturb that animal. My hope is that if I can share this quiz prototype with Jr high aged students it might encourage them to be curious about what other animals exist, and what niche they fill. A next step would be to ask participants to share an animal of their own choice, and an associated fact or story of that species. This may be a small step in comparison to Kimmerer’s (2017) idea of referring to animals and nature as “ki” or kin, but I see it as a realistic way to potentially encourage people, especially youth to consider more of the biodiversity around them and call them by their Western name rather than just disregard a brown bird flying by and instead by curious of how that bird might survive in winter or where it goes at night. 

References

Hooykaas, M. J., Schilthuizen, M., Aten, C., Hemelaar, E. M., Albers, C. J., & Smeets, I. (2019). Identification skills in biodiversity professionals and laypeople: A gap in species literacy. Biological Conservation, 238, 108202. https://doi.org/10.1016/j.biocon.2019.108202

Kimmerer, R. W. (2014). Returning the gift. Returning the Gift, 7(2), 18–24. https://www.humansandnature.org/returning-the-gift-article-177.phpKimmerer, R. W. (2017). Speaking of nature: Finding language that affirms our kinship with the natural world. Orion Magazine. https://orionmagazine.org/article/speaking-of-nature/

CALS 502: Assignment 3

“There was a time, not so long ago, when to be human meant knowing the names of the beings with whom we cohabitate the world. Knowing a name is the way humans build relationships. It is a sign of respect to call a being by its name, and a sign of disrespect to ignore it.”  

(Kimmerer, 2014, pp. 20)

In “Returning the Gift” Robin Kimmerer discusses the value of gratitude in a consumption based society, and suggests that the deep recognition and appreciation of goods and services may lead to more sustainable human behaviour (Kimmerer, 2014). She presents the notion that in order to feel compelled to act in defence of nature, one must first develop a connection and appreciation for the natural environment Kimmerer, 2014). However, biodiversity rates are declining, along with the ability for children and the general population to identify species (Hooykaas, 2019). This phenomenon can be described as species loneliness, a philosophical term which describes a lack of recognition and desire to name non-human beings (Kimmerer, 2014). This paper will explore the topic of species loneliness and the disconnection with nature in an attempt to address the relative importance of being able to name species as a climate adaptation professional. 

In a study done in the Netherlands, researchers presented a quiz of 27 local native species in order to assess species literacy and see how engaged the study group was with their local fauna in order to determine the potential of future conservation strategies. Children on average were able to correctly identify 35% of the species, exhibiting more familiarity to mammals rather than birds, or insects (Hooykaas, 2019). Unsurprisingly the test group of “nature professionals” scored the highest, with nearly 90% correct identification of the native species (Hooykaas, 2019). Two thirds of the general population group scored under 75%, with several common birds being misidentified (Hooykaas, 2019). There was also a relationship between those with a higher education level, and those who have a garden achieving higher test results (Hooykaas, 2019). This suggests that being regularly exposed to nature, and biodiversity results in a better understanding of species literacy. However overall, the study determined that there is relatively low species literacy and many people surveyed could be considered “species illiterate” and would most likely only be engaged in campaigns regarding flagship mammal species (Hooykaas, 2019). This corroborates with other similar studies done in other countries, and with Robin Kimmerer’s interpretation of species loneliness which denotes that fewer people are able correctly name plants and animals in their vicinity, further reducing the likelihood of having a deep connection with nature. 

Species literacy in comparison to species loneliness presented in Kimmerer (2014), takes species identification a step further and involves knowing behavioural, adaptive, habitat, dietary and history of a species. Understanding species literacy is pertinent to understanding biodiversity and ecosystem risks (Hooykaas, 2019). Hooykaas (2019) suggest that increasing knowledge of biodiversity can help bridge conversations regarding increasing conservation. The results of the study were just based on the ability of the survey groups to correctly name the animal in a photo, so if a participant recognized a photo of a bird that they see everyday out their kitchen window- and felt connected to but never learnt the name they would not be able to receive a correct mark. 

In an empirical exploration study of Indigenous storytelling and the use of stories in research, Metis Elder Tom McCallum shares a touching story of how a poplar tree gained a profound appreciation to him at a young age in a perilous situation (Iseke, 2013). After falling through some ice, a potentially fatal accident, he recalls feeling profound sadness that he would never see the trees again and miraculously survived when the ice suddenly formed a hole he was able to grab onto. After sharing this story in adulthood with a medicine woman who gathered that the tree, through the power of synchronicity saved his life and that he should repay and thank this tree through ceremonial practices (Iseke, 2013). Having such a visceral experience connecting with nature and furthermore the ability to reflect with members of your community on the experience must leave a deep impression. 

Biophilia is the theory presented by famous American naturalist and biologist E.O. Wilson that humans have an innate disposition to be captivated by nature. This may now be exacerbated, or diminished  for those living in urban areas, with less access to green spaces and wildlife. There are many languages which describe this urge to be in natural spaces. In German the word Waldeinsamkeit translates to the spiritual feeling of being in the forest alone. This concept has also been popular in Japan for many years with the practice of Shinrin-Yoku, which is referred to as forest bathing, or the act of engaging all of your senses and being cleansed through being in nature. There are many ways to appreciate nature that do not necessitate regurgitating latin names of species. Ever since I can remember my Mom has said “can you imagine living on a street with no trees?” almost on cue as we go past a new suburb development without mature trees. She may prefer certain types of trees rather than others, but living in close proximity to old trees has always been a necessity. 

There are many ways that people do engage or express their views on nature which can be examined through Kellert’s nature-related value typology (below). Thinking about the level of value that people may place towards different areas of nature could help determine how to best protect them. For example, my Mom may simply enjoy the aesthetic value of the spruce trees in her yard, while Tom McCallum likely has a humanistic or moralistic tie to the trees in his life. Seemingly, both have an appreciation for and connect to these species and would not want to see them cut down. 

Kellert (1995)

There is a significant gap between the primary school aged Dutch children, recognizing red foxes and hedgehogs and a Metis elder practicing in Sun dance ceremonies and rituals to demonstrate gratitude towards a poplar tree. However, recognizing that there are many ways to engage with nature and that the practice of naming the species around us may foster a deeper understanding and connection- but there are many ways to experience the natural world. I believe that there is utility in nomenclature, and as a professional it is important to have knowledge in this area as exemplified there are seemingly fewer people who possess the ability to identify species in a scientific manner. At the same time, the opportunity to connect with nature can happen in many forms and have value. 

I have taken up bird watching in the last several years, and was astounded to learn about the plethora of birds living near me and all the adaptations they utilize to survive. Simply through paying attention to these creatures, and not being satisfied with thinking “it’s a bird” and rather having a desire to learn their names, it opened up a whole world that through my own delineation I had not been privy to. Knowing the names and becoming more species literate regarding native  birds in my area  has certainly made me feel more connected to nature, and have a stronger desire to protect them. 

References

Hooykaas, M. J., Schilthuizen, M., Aten, C., Hemelaar, E. M., Albers, C. J., & Smeets, I. (2019). Identification skills in biodiversity professionals and laypeople: A gap in species literacy. Biological Conservation, 238, 108202. https://doi.org/10.1016/j.biocon.2019.108202

Iseke, J. (2013). Indigenous Storytelling as Research. International Review of Qualitative Research, 6(4), 559–577. https://doi.org/10.1525/irqr.2013.6.4.559

Kellert, S. R., Wilson, E. O., McVay, S., Katcher, A., McCarthy, C., Wilkins, G., Ulrich, R., Shepard, P., Antoine, S. S., Diamond, J., Orians, G., Nelson, R., Gadgil, M., Margulis, L., & Lawrence, E. (1995). The Biophilia Hypothesis (Shearwater Book) (Reissue ed.) [E-book]. Shearwater.

Kimmerer, R. W. (2014). Returning the gift. Returning the Gift, 7(2), 18–24. https://www.humansandnature.org/returning-the-gift-article-177.php