Abstract
Water literacy, or the culmination of water-related knowledge, attitudes and behaviors, is a relatively new field of study with growing importance for sustainable water management and social water equity. However, its definition and use across existing literature are varied and often inconsistent. This paper seeks to synthesize and streamline the conception of water literacy. We conducted a systematic review of literature that defines or describes in detail either “water literacy” or “watershed literacy”. From this, we suggest a new holistic framework for water literacy to guide a more inclusive, relevant use of the concept. We utilized the framework to examine existing surveys and studies of water knowledge, attitudes and behaviors in both student and adult populations, and summarized water literacy levels and knowledge gaps that exist around the world. To address knowledge gaps, we suggest using a suite of approaches drawn from the published literature, including enhanced visuals, place-based learning, interdisciplinary curricula, and reflective and iterative development of future water literacy initiatives.
Highlights
Water is a key component for a sustainable future as a human, industrial, and ecological resource.the United Nations’ Sustainable Development Goals (SDGs) for 2030 have expanded in SDG to “ensure availability and sustainable management of water and sanitation for all” [1]
What follows is a summary of the current standing of student water literacy, as determined from a review and synthesis of 35 different student surveys and research studies, broken down by the knowledge sets identified in Figure 1
What follows is a summary of the current understanding of adult water literacy, as determined from a review and synthesis of 35 different adult surveys and research studies, broken down by the knowledge sets identified in Figure 1
Summary
Water is a key component for a sustainable future as a human, industrial, and ecological resource. Water sustainability must acknowledge all types of water knowledge and their connections within and across sectors and cultures Such approaches in similar fields have been found to boost public support for environmental policies, within communities of color [5]. They can lead to opportunities to contribute to social justice surrounding water resources. Dean et al [19] draw on the field of educational psychology to state that efforts to build a water-sensitive and engaged citizenry must include cognitive, emotional, and behavioral domains This approach mirrors the learning goals set forth by the United Nation’s Education for the Sustainable Development. We conducted a systematic review of the available literature to define, assess the state of, and describe efforts to improve water literacy
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