FRAMING FOR EFFECTIVENESS Identifying Motivating Strategies for Communicating Biodiversity Messages

Researchers:  Graduate Student: Barbara Lucas  Primary Advisor: Dr. Paul Mohai School of Natural Resources and Environment  Secondary Advisor: Dr. Scott Paris School of Education, Department of Psychology

Overview Background Research questions Methods Benefits

What motivates people to do something for the environment, in terms of who receives the benefits?  Categories of concern:  Self/family  Local region (Great Lakes)  Nation  Global biosphere  The wild animals  Future generations

The University of Michigan Exhibit Museum of Natural History  Partners annually with Washtenaw County Libraries to present: “Family Reading and Science Programs”  Theme of Winter 2004: Wildlife Biodiversity

Some of client’s goals:  Target their audience  Encourage behavior that promotes biodiversity

Constraints of programs:  Participants are both children and adults  Short duration  Single exposure Constraints complement message-framing interest

Previous research in Environmental Education  Knowledge alone doesn’t result in environmentally responsible behavior

Environmental education that goes beyond the “increase- knowledge-to-change-behavior” model attempts to: Influence numerous variables over time  Change attitudes/skills of learner But most environmental messages are “sound bites.”

How do you reach people and move them?  Use a story format  Match their cognitive map  Use a positive vs. negative approach  Emphasize local vs. faraway issues

The Biodiversity Project  Mission: Assess public opinion Explore public education and communication strategies  Surveys of 1500 adults nationwide (1996 and 2002) assessed knowledge and attitudes.

Research questions: What categories of concern are most motivating? What presentation formats are most motivating? Do demographic factors influence the choices?  Age  Parenthood  Parent/child pairs

METHODS  Goal #1: Identify motivating message frames per self-report SURVEY children and adults 1. Multiple measures of categories of concern  Self/family  Local region (Great Lakes)  Nation  Global biosphere  The wild animals  Future generations

Visual representation of categories of concern:

Other logos  Future generations  The wild animals  Nature around the world

Survey design continued… 2. Measure of most motivating presentation formats  Negative vs. positive presentation of facts  Story (case-study/success story) vs. generic information 3. Basics of biodiversity knowledge 4. Demographic information, date

Phase I Analysis  Correlations between preferred choices and demographic data

METHODS  Goal #2: Measure motivating frames per behavior FLIERS directing readers to websites containing ERB opportunities  Fliers will use the three top-rated frames— same facts, different presentations  Distribute an equal number of each  Each flier will have its own website address and password, to track hits

“Action-Steps for Biodiversity” website  Local volunteer opportunities  Organizations to send money to  Relevant legislation  Lifestyle changes that reduce resource consumption/environmental degradation  “Green” consumer choices  Tips for attracting/supporting backyard wildlife

Phase II analysis  Which fliers (i.e. which message frames) are associated with the most website hits?

Use of website/fliers to measure strength of frames:  CONS Results cannot be generalized Causal relationship cannot be inferred Longitudinal follow-up required to ensure completion of the ERB  PROS Engaging in the behavior not limited by preference/non- preference for the activity A hit on the website is a first step in engaging in an ERB

Benefits of study  For the Exhibit Museum: Data analysis and recommendations  Will help in program design Compilation of “Action-Steps” info.  Hardcopies can be distributed to visitors  Electronic version can be incorporated into Museum website

Results will add to the body of knowledge on:  Framing of environmental messages  Categories of concern  Presentation approaches  Children’s attitudes  Relationship between attitudes of children and their parents  Using behavior vs. self-reported intent-to-act as a measure

TIMELINE

Budget—$700 Duplicating costs  120 surveys  600 fliers  Final document Binding final document Books, reports, and other published resources

Possible funding sources  Rackham Discretionary Funds  Arts of Citizenship Grant  Foundation for the Future

Significance  The future of biodiversity depends upon: Connecting with the audience Youth Action