Making Visible More Diverse Nature Futures through Citizen Science

Gradon Diprose,Alison Greenaway,Benjamin Moorhouse

doi:10.5334/cstp.442

Gradon Diprose, Alison Greenaway + Show 1 more

Open Access

https://doi.org/10.5334/cstp.442

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Abstract

As the effects of the anthropocene continue, the presence and absence of birds has become a growing concern. Citizen science provides a way to collect data about birds and their locations while also building citizen engagement with biodiversity. Recent research on citizen science has highlighted the need to move beyond monitoring projects to understand the outcomes and impacts of citizen science for social-ecological systems. Researchers have explored how science constructs certain categories and ways of knowing, people’s diverse participation experiences, and the potential changes in ecological systems as people shift their practices (or not) in response to citizen science. In this article, we draw on research from a citizen science initiative, the New Zealand Garden Bird Survey, to describe the self-reported outcomes for participants, and consequent impacts/actions for people and nature. We then use the Nature Futures Framework (NFF) to organise the outcomes and impacts to make visible the diverse values around nature that are expressed and fostered through the New Zealand Garden Bird Survey. We conclude by suggesting how citizen science can help mobilise action for more diverse nature futures.

Highlights

Recent work on citizen science (CS) has highlighted how it can be used to foster education and care about both nature and science (Dickenson et al 2012; Ganzevoort et al 2017; Richardson et al 2020)
In what follows we provide a rich description of outcomes and impacts of the New Zealand Garden Bird Survey (NZGBS), an annual CS Winter bird count in Aotearoa New Zealand that is led by Manaaki Whenua—Landcare Research (MWLR)
OUTCOMES To understand some of the outcomes and impacts of the NZGBS, we asked participants in the questionnaire and focus group whether involvement helped them on their learning journey about birds. 6,165 participants responded to this question in the questionnaire, with 77.4% stating the NZGBS did help their learning journey

Summary

Introduction

Recent work on citizen science (CS) has highlighted how it can be used to foster education and care about both nature and science (Dickenson et al 2012; Ganzevoort et al 2017; Richardson et al 2020). Most evaluations of CS projects have focused on monitoring outputs and data collection methods. This might include, for example, checking that participants are contributing the data needed in an appropriate way (i.e., they are following the correct protocols), that participants are happy taking part, that they have the necessary resources to do the required activities, and that they understand the outputs emerging from the project (Dickenson et al 2012; Geoghegan et al 2016). Geoghegan et al (2016) suggest that along with monitoring of outputs, CS researchers need to explore deeper evaluations of outcomes and impacts. Others go further, arguing that there is a need to better understand how CS connects to shifting social-ecological systems, including people’s trust in science, institutions, and governance structures; social-ecological justice; and citizens’ role in transformative change (Burke and Heynen 2014; Crain et al 2014; Pereira et al 2020; Togood 2013)

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