51 Dimensions of Ocean Literacy
In addition the 7 principles of ocean literacy, McKinley et al (2023) have proposed 10 dimensions of ocean literacy: Awareness, attitudes, communication, activism, behaviour, emoceans, access and experience, adaptive capacity, trust and transparency and knowledge (Figure 1 and Table 1). It is important to note that Ocean Literacy is a relatively new field and is continuing to evolve to encompass diverse knowledges, values and experiences. The dimensions recognised by McKinley et al. (2023), aim to do this and provide a framework for ongoing ocean literacy research.
This image is from “The evolution of ocean literacy: A new framework for the United Nations Ocean Decade and beyond” by E. McKinley, D. Burdon and R.J. Shellock, which is licensed under CC BY 4.0.
10 Dimensions of Ocean Literacy
Explore the table below to understand the different dimensions.
| Dimension of Ocean Literacy | Description |
|---|---|
| Knowledge | Knowledge has multiple aspects. In the first instance, knowledge is what a person knows about an ocean related topic and the links between topics. Knowledge also refers to the knowledge a person has about ocean decision-making, opportunities to participate and engage in ocean decisions and behaviours and where/ how to get information about ocean issues. |
| Awareness | Awareness is the basic knowledge and understanding that a situation, problem or concept exists. Awareness should also include knowledge and understanding of the solutions and behaviours that may exist to address these problems in order to foster ownership and empower society to take action. |
| Attitude | Attitude is related to a level of agreement with or concern for a particular position. Attitude should also include consideration of perceptions, values, and views towards an ocean issue, and how these can lead to policy and societal change. |
| Behaviour | Behaviour relates to decisions, choices, actions, and habits with respect to ocean related issues at a range of scales, including from individual, sector and policy actors and institutions with a view to bringing about whole system change. |
| Activism | Activism is the degree to which a person engages in a wide range of activities, which can constitute activism, such as campaigning (for example through social media, attending public rallies or writing to elected officials) to bring about changes in policy, attitudes, behaviour, etc. Understanding this dimension must also take account of who gets to participate in activism and what the barriers might be. |
| Communication | Communication in the context of ocean literacy must be considered from multiple perspectives.
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| Emotional Connections | Emotional connections is about how a person feels and emotionally responds when they think about, are near/ within, or consider issues relating to the ocean, coasts and seas. Emotions can be positive, negative or neutral and are all valid responses and will all contribute to behaviour change. |
| Access and Experience | Access and experience relate to a person’s real or artificial (through Virtual Reality, for example) experiences and engagement with the ocean, and the various ways in which they can access these experiences. Barriers to ocean access and experiences should also be considered within this dimension. |
| Adaptive Capacity | Adaptive capacity relates to a person’s capacity to adapt and respond to changing conditions relating to their ocean (e.g., relating to climate change, change in ocean economies, or changing ecosystem structure or function). |
| Trust and Transparency | Trust and transparency relate to the level of trust a person places in sources of ocean information and knowledge, and their perception of how transparent information and associated platforms and processes are. |
Efforts to raise, enhance and foster ocean literacy across each of the ten proposed ocean literacy dimensions will need to take account of the breadth, depth, and diversity of varying social, cultural, economic, geographical, and ecological contexts through which society interacts with the ocean, coasts and seas (Jefferson et al., 2021). There is a need to truly understand what motivates and triggers behaviour change and action within different communities and actors, on a range of scales and in varying contexts. This will be central to achieving the goals of ocean literacy, and indeed those set out by the UN Ocean Decade and other global initiatives. Further, it should be noted that any effort to foster and raise ocean literacy must be cognisant of social justice and equality issues that may be relevant in different global contexts, including recognising a growing debate regarding the origins of the term and whether it is appropriate for all communities and contexts (Bennett et al., 2021; MacNeil et al., 2021; Worm et al., 2021; Bennett, 2018). For example, MacNeil et al. (2021) argue that ocean literacy is unable to capture the scope of experiences with the ocean, is inadequate in encapsulating different worldviews and across different linguistic communities and can be seen as an instrument of power, colonialism and oppression.
‘A Silhouette of a Woman Looking at a Big Aquarium’ by isaac mijangos used under a Pexels License
As we look to the future of ocean literacy, efforts must be underpinned by an international and interdisciplinary programme of ocean literacy research. As the dimensions of ocean literacy continue to evolve, the directionality and interlinkages between them must be explored and better understood. In addition, there is an urgent need to respond to resounding calls for better understanding of the relationships between people and the ocean, and for a more comprehensive investigation into how diverse social values, knowledges and connections experienced around the world can be integrated into ocean literacy initiatives in order to ensure its goals are achieved.
Crucially, we must challenge who is being considered when we talk about ocean literacy, amplifying the voices and values of those who have historically been excluded or under-represented in ocean literacy discourse. Further, while ocean literacy originated in the realm of civil society, to deliver a truly transformed relationship between society and the ocean, everyone must be involved. This means questioning ocean literacy at a range of scales, including decision-making institutions and businesses, and ensuring that the dimensions of ocean literacy are at the centre of ocean governance and decision-making. Finally, while some of the ocean literacy dimensions have been well studied (e.g., knowledge and attitudes), there are significant knowledge gaps in our understanding of how to measure, assess and increase the other dimensions, particularly those which are newly discussed dimensions of ocean literacy (e.g., emotions, access and experience, adaptive capacity, and trust and transparency). To truly deliver “ocean literacy for all’, a new model for ocean literacy must pave the way.
This text, table and its associated caption is from “The evolution of ocean literacy: A new framework for the United Nations Ocean Decade and beyond” by E. McKinley, D. Burdon and R.J. Shellock, which is licensed under CC BY 4.0.
Further Reading and Viewing
To learn more about the dimensions of ocean literacy, read McKinley et al. 2023 ‘The evolution of ocean literacy: A new framework for the United Nations Ocean Decade and beyond’ and to learn more about how we can strengthen ocean literacy in Australia, read the National Marine Science Committee’s white paper by Francis et al., 2026 ‘Strengthening Ocean Literacy: Marine Science Education and Training to ensure Australia’s Blue Future’.
References
Bennett, N. J., Katz, L., Yadao-Evans, W., Ahmadia, G. N., Atkinson, S., Ban, N. C., … & Wilhelm, A. (2021). Advancing social equity in and through marine conservation. Frontiers in Marine Science, 8, 711538.
Brennan, C., Ashley, M., & Molloy, O. (2019). A system dynamics approach to increasing ocean literacy. Frontiers in Marine Science, 6, 360.
Jefferson, R., McKinley, E., Griffin, H., Nimmo, A., & Fletcher, S. (2021). Public perceptions of the ocean: lessons for marine conservation from a global research review. Frontiers in Marine Science, 8, 711245.
McKinley, E., Burdon, D., & Shellock, R. J. (2023). The evolution of ocean literacy: A new framework for the United Nations Ocean Decade and beyond. Marine Pollution Bulletin, 186, 114467.
MacNeil, S., Hoover, C., Ostertag, J., Yumagulova, L., & Glithero, L. D. (2021). Coming to terms with ocean literacy. Canadian Journal of Environmental Education (CJEE), 24(1), 233-252.
Worm, B., Elliff, C., Fonseca, J. G., Gell, F. R., Serra-Gonçalves, C., Helder, N. K., … & Sink, K. (2021). Making ocean literacy inclusive and accessible. Ethics in Science and Environmental Politics, 21, 1-9.
