Developing a Curriculum for Change: Water and Environmental Health Literacy in a Native American Community

Conceptualizing community scientific literacy: Results from a systematic literature review and a Delphi method survey of experts

“…For example, Ferreira et al (2021) discussed how “young, elderly, students, fishermen, farmers, traders, teachers, [and] decision‐makers” were all part of the Portuguese coastal community mobilized to increase their marine literacy in “a genuine process of intergenerational knowledge transfer” (p. 6). Similarly, in a study to increase community environmental health literacy, the tribal elders and researchers relied on middle school students to share their knowledge with “family, friends, and the community” (LaVeaux et al, 2018, p. 3).…”

“…For example, Adams et al (2011) used a community‐based participation approach to assess and minimize town residents' exposure to pollutants. Similarly, LaVeaux et al (2018) emphasized the importance of using community based participatory research as a strong collaborative tool for a research partnership between a Native American community and university researchers to disseminate water quality knowledge. In a citizen science programme called Neighborhood Nestwatch, scientists from a research institute collaborated with local families to collect bird data in their yards (Evans et al, 2005).…”

“…Everyday science learning, extending beyond traditional academic or designed settings, was a key focus in several studies, exploring diverse environments such as family homes, parks, self-help forums, and community groups. Articles in this vein primarily delved into participatory science research within towns, with studies related to participatory water conservation (Roth & Désautels, 2004;Roth & Lee, 2002, 2004; ocean literacy in a coastal community (Ferreira et al, 2021); and environmental health literacy on a Native American reservation (LaVeaux et al, 2018), in American coastal towns (Adams et al, 2011), and in French industrial towns (Allen, 2017). A few articles focused on online settings, emphasizing the roles of websites, citizen science forums, and online video games in enhancing science learning (Aristeidou & Herodotou, 2020;Britt et al, 2014;Ledley et al, 2014;Marino & Hayes, 2012;Norman & Skinner, 2006).…”

“…In the SLR, we came across myriad issues, related to science and society; often mutually entwined; and existing within communal, family, or group discussions due to their shared nature. Articles discussed scientific literacy related to a community's environmental health literacy (Adams et al, 2011;LaVeaux et al, 2018), public healthcare (Norman & Skinner, 2006), and how the public of a country responds to behavior genetics based on prior social norms and beliefs (Morosoli et al, 2019). Spoel et al (2008) Delphi participants, many of whom are experts in science education, used the term "socioscientific" to describe the interplay between science and society.…”

Teacher and Caregiver Perspectives on Water Is K’é: An Early Child Education Program to Promote Healthy Beverages among Navajo Children

“…Interestingly, these programs approached water promotion with different goals, ranging from enhancing environmental health literacy to preventing obesity. LaVeaux et al [9] developed a water curriculum, "Guardians of the Living Water", to increase environmental health literacy among 9-to-11-year-old children in the Crow community. The curriculum, delivered in summer camp and after-school sessions, shared tribal stories and knowledge along with local water quality information to cultivate interest, understanding, and skills among children to understand their role in protecting water in their community.…”