Location
Purdue University, West Lafayette
Description
Our study highlights the importance of information literacy, specifically utilizing information about climate change. This study used a qualitative research framework that examined Purdue students who are highly engaged in talking about climate change information with others. Participants were identified through a screening questionnaire designed to assess levels of engagement with climate change information; the questionnaire was then utilized to sample participants, identifying those who confidently identified as being very engaged with climate change information. Semi-structured interviews were conducted with selected participants to obtain a thorough perspective of their experiences and viewpoints. Within each of these interviews, open-ended questions inquired about how the participants utilized available climate change information in their personal conversations. Initial findings revealed that participants had various approaches to climate change communication. We found four approaches to communicating about climate change information: Personal, Interpersonal, Social, and the Academic approaches. Participants were placed within these approaches based on the ways they view communicating climate change information and how they react to this information. We will be concentrating on the Personal approach that emphasizes how participants depict climate change as a matter of accountability, ethics, and responsibilities. Understanding these approaches highlight that, despite differing communication strategies, participants shared a common goal of fostering environmental awareness and responsibility. Recognizing how academic knowledge, emotional labor, and social dynamics shape climate change conversations can help make communication more effective, intentional, and responsive across different interpersonal contexts
Document Type
Poster
Keywords
climate change; communication; information literacy; undergraduate research; qualitative research
Included in
SPIRaL: Communicating using Climate Change Information
Purdue University, West Lafayette
Our study highlights the importance of information literacy, specifically utilizing information about climate change. This study used a qualitative research framework that examined Purdue students who are highly engaged in talking about climate change information with others. Participants were identified through a screening questionnaire designed to assess levels of engagement with climate change information; the questionnaire was then utilized to sample participants, identifying those who confidently identified as being very engaged with climate change information. Semi-structured interviews were conducted with selected participants to obtain a thorough perspective of their experiences and viewpoints. Within each of these interviews, open-ended questions inquired about how the participants utilized available climate change information in their personal conversations. Initial findings revealed that participants had various approaches to climate change communication. We found four approaches to communicating about climate change information: Personal, Interpersonal, Social, and the Academic approaches. Participants were placed within these approaches based on the ways they view communicating climate change information and how they react to this information. We will be concentrating on the Personal approach that emphasizes how participants depict climate change as a matter of accountability, ethics, and responsibilities. Understanding these approaches highlight that, despite differing communication strategies, participants shared a common goal of fostering environmental awareness and responsibility. Recognizing how academic knowledge, emotional labor, and social dynamics shape climate change conversations can help make communication more effective, intentional, and responsive across different interpersonal contexts