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Building Australia's Energy Literacy

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Building Australia's Energy Literacy Building Australia’s Energy Literacy School of Chemical Engineering Authored by: Sue Hogan, Andrew Pascale, Audrey Cetois & Peta Ashworth. Acknowledgements This report was prepared for NERA (National Energy Resources Australia) by Sue Hogan, Andrew Pascale, Audrey Cetois and Peta Ashworth from the University of Queensland. All information is derived from the authors’ analysis, and where information has been obtained from third-party sources, this is clearly referenced in the document. The information and views set out in this report are those of the authors and do not necessarily reflect the official opinion of NERA and/or The University of Queensland. NERA’s vision is Australia as a global energy powerhouse, a sought-after destination for investment and the leading source of knowledge and solutions. As the Industry Growth Centre for Australia’s energy resources industries, NERA maximises and delivers value to the Australian economy by leading initiatives that make the energy sector globally competitive, sustainable, innovative and diverse. Together, NERA’s sector-wide impact will unlock +$10 billion of new value for the benefit of all Australians. Building Australia’s Energy Literacy 2 Contents Acknowledgements ............................................................................................................................................. 2 Executive Summary .......................................................................................................................................... 6 1. Introduction ....................................................................................................................................... 9 2. Methodology .................................................................................................................................... 10 2.1 Mixed methods approach to this research ........................................................................................ 10 2.2 Sample demographics....................................................................................................................... 11 2.2.1 Interview demographics .................................................................................................................... 11 2.2.2 Survey demographics........................................................................................................................ 12 3. What is Literacy? ............................................................................................................................. 15 3.1 Alternative conceptualisations of literacy .......................................................................................... 15 4. Energy Literacy ............................................................................................................................... 17 4.1 Considerations for defining energy literacy ....................................................................................... 17 4.2 Empirical research ............................................................................................................................. 20 4.3 What platforms are best for communication? ................................................................................... 21 4.4 Monitoring and evaluation? ............................................................................................................... 22 4.4.1 How to measure energy literacy? ...................................................................................................... 22 4.4.2 How to evaluate improvements in energy literacy? .......................................................................... 22 5. Interview results .............................................................................................................................. 23 5.1 Contextualizing energy literacy ......................................................................................................... 23 5.2 Concepts of energy literacy ............................................................................................................... 24 5.2.1 Energy literacy as an autonomous set of skills ................................................................................. 24 5.2.2 Energy literacy as applied, practiced, and situated ........................................................................... 24 5.2.3 Energy literacy as a learning process ............................................................................................... 25 5.2.4 Energy literacy as text ....................................................................................................................... 25 5.3 Stakeholders in energy literacy ......................................................................................................... 26 5.3.1 Who needs to be energy literate? ..................................................................................................... 26 5.3.2 Who should carry out energy literacy? .............................................................................................. 26 5.3.3 Who should fund energy literacy? ..................................................................................................... 27 5.4 What might an energy literacy program look like? ............................................................................ 28 5.5 Leximancer Analysis ......................................................................................................................... 28 5.5.1 Overview of Leximancer key findings ................................................................................................ 28 5.5.2 Energy ............................................................................................................................................... 30 5.5.3 People ............................................................................................................................................... 31 5.5.4 Electricity ........................................................................................................................................... 31 5.5.5 Synthesis, limitations of Leximancer map and potential further work ............................................... 32 6. Survey results .................................................................................................................................. 32 6.1 Knowledge required of an energy literate individual ......................................................................... 33 6.1.1 Impact of main client groups on elements of knowledge required of an energy literate individual ... 34 6.1.2 Other information needed to enhance energy literacy ...................................................................... 37 6.2 Information needed to enable energy literacy ................................................................................... 38 6.2.1 Other information needed to enable energy literacy ......................................................................... 39 6.2.2 The best methods to increase awareness of energy issues ............................................................. 40 6.3 Values of an energy literate individual .............................................................................................. 40 Building Australia’s Energy Literacy 3 6.4 Effectiveness of communication methods ......................................................................................... 41 6.5 Information source effectiveness for energy literacy ......................................................................... 44 6.5.1 Trusted information sources .............................................................................................................. 45 6.6 Who should be responsible for improving Australian’s energy literacy? ........................................... 46 6.7 The most “in need” group of an energy literacy program .................................................................. 48 6.7.1 Why are the group selected in most need an energy literacy program? .......................................... 49 6.8 The most important outcomes of an energy literacy program........................................................... 49 7. Discussion ....................................................................................................................................... 50 7.1 Definition and outcomes of energy literacy ....................................................................................... 50 7.2 Target audiences and delivery mode ................................................................................................ 52 7.3 Responsible institutions – delivery and funding ................................................................................ 52 7.4 Barriers to building energy literacy .................................................................................................... 54 8. Conclusion and recommendations ............................................................................................... 54 9. Bibliography .................................................................................................................................... 56 10. Appendices ...................................................................................................................................... 67 A-1 Energy literacy measurement ..........................................................................................................
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