Shouting into the void: Democratising ocean literacy through integrating process literacy

Abstract

Since its inception, ocean literacy has evolved from a concept grounded solely in formal education processes to one that is increasingly focused on delivering ocean literacy as a societal outcome more broadly. Key to achieving its desired outcome of increasing understanding of the complexity of human-ocean relationships is understanding how these relationships are managed through marine planning and regulatory processes. As a complementary concept, process literacy involves increasing understanding of the operation and complexity of regulatory and planning policy processes. In this paper we consider the alignment of the concept of process literacy to ocean literacy to operationalise the latter and ensure that developing more nuanced understandings of how marine spaces are managed is central to ongoing ocean literacy efforts. Using the UK as a case example, we define the dimensions of process literacy and discuss the importance of increasing knowledge and awareness of marine decision-making processes to democratise marine spaces. Where ocean literacy is increasingly inclusive of the complexities of socio-ecological ocean systems, the addition of process literacy speaks to the need to understand political and wider governance processes to gain understanding of the practicalities of human-ocean relationships. In this paper we discuss the relationship between ocean literacy and process literacy before outlining definitions for process literacy dimensions. We define process literacy as a crucial component of ocean literacy and explore its links with spatial justice. As an emerging area of research and practice, we provide recommendations for future directions to support ongoing efforts to realise the potential of ocean literacy.