Recipient Organization
MONTANA STATE UNIVERSITY
(N/A)
BOZEMAN,MT 59717
Performing Department
Agri Education
Non Technical Summary
A coordinated effort to conduct agricultural literacy research is long overdue. Recently, there has been renewed interest in food production and processing practices, i.e., agriculture. In the last decade there have been notable increases in food production/processing media, including books noted on the New York Times Best Sellers list, several big-screen movies, and the appearance of a variety of social media resources and groups. While this renaissance shows a greater desire by people to understand where their food comes from and how our basic needs are met, a consumer (reader, viewer, or follower) with limited agricultural knowledge may not be able to distinguish fact from fiction, detect pseudo-science, or weigh risks and benefits. Innovations in science have also caused increased instances in which information has not been interpreted appropriately. For example, chemical levels once measured at parts per million now can be detected at parts per trillion. The perception is that food is dangerous since the detection levels are labeled as present without the consumer also understanding the level of risk. Measuring baseline knowledge and correlating this knowledge with attitudes and perceptions provides stakeholders with data for more targeted educational initiatives, but, more importantly, research-based targeted systemic educational efforts should result in people who make more informed decisions concerning agricultural policies related to science and society. If agricultural literacy is not addressed, we (consumers) may continue to have safe food and food choices available, but these choices may be overshadowed by shortages or higher costs that potentially affect our ability to meet our dietary needs. This situation affects society and the economy as a whole. In addition, agricultural products meet our clothing, shelter, and energy needs. Agricultural illiteracy affects these systems in a similar fashion.AITC, and similar agricultural literacy efforts, have developed and implemented programs over the last 25 years. However, there has been limited research to detect program effectiveness or the effects of interventions on baseline knowledge and perceptions or attitudes concerning agricultural literacy concepts and agricultures relationship to: the environment, plants and animals for food and fiber use, lifestyle, technology, and the economy. This multistate research project seeks to measure agricultural literacy knowledge, perceptions, and attitudes; and conduct program or intervention evaluations to assess if programming is having an effect toward the goal of an agriculturally literate populous that understands and can communicate the source and value of agriculture as it affects our quality of life ( National Agriculture in the Classroom, 2013).Annually, there are about 54,000 jobs in agriculture but only about 29,000 students are graduating in directly related agricultural degree programs, consequently creating a 45% gap. (Goecker, et al., 2010). With only 1% of the U.S. population actively engaged on farms and 15% in related careers, a majority of consumersyouths and adultsdo not have a fundamental understanding of agriculture or how it impacts their lives. In addition, as agriculture has become more specialized, even those engaged in agriculture may know little about the resources and other inputs used to produce food, clothing, and shelter outside of their purview. In order to meet the challenges of the future, it is imperative that young people and adults become informed, agriculturally literate consumers, advocates, and policy makers regarding agricultural issues.
Animal Health Component
50%
Research Effort Categories
Basic
25%
Applied
50%
Developmental
25%
Goals / Objectives
Phase I Objectives: 1) Assess agricultural knowledge
Evaluate existing agricultural literacy programs (identifying programs initiatives that relate to increases in agricultural literacy outlined in the Logic Model outcomes)
Project Methods
Develop instrumentation and conduct assessments nationwide to determine program effectiveness related to agricultural literacy outcomes (Spielmaker, 2013) or what have been termed previously as agricultural literacy standards and benchmarks (Leising, Igo, Hubert, Heald, Yamamoto, 1998).Quantitative and qualitative research methods will be used to accomplish each of the Phase I objectives. Criterion reference instruments (developed from the National Agricultural Literacy Matrix) will be created to assess current knowledge associated with agricultural literacy priorities and educational standards (Phase I, Objective 1). Content of these questionnaires will be further validated by experts composed of key stakeholders representing agricultural businesses, commodity organizations, public relations firms, government agencies, and educators. The goal of this process will be to identify constructs and question items. Items will be developed for targeted populations with consideration given to reading level and other relevant factors. These instruments will be adaptable to various forms of data collection such as questionnaires, online tools, and interviews. Populations to be assessed will be defined by factors such as age, education, geographic location, career area, population density, and affiliation or familiarity with agriculture.As data are analyzed, special attention will be focused upon differences between and among these groups. In addition, researchers will use these data to identify factors contributing to or inhibiting knowledge about agriculture.Quantitative measures including semantic differentials and items with Likert-type scale response choices will be used to assess attitudes and perceptions about agriculture (Phase I, Objective 2). Items for these assessments will be developed through a thorough review of relevant literature and consultation with researchers in agricultural education and agricultural communications.Additional approaches for gathering information to assess attitudes and perceptions will include having subjects interpret and reflect upon visual images, analyze content of case studies, and participate in focus group forums.