Volume 6 • Number 1

rBotanic Gardeons Conservation Internoational Education Revitew s April 2009

Implementing the GSPC in 10 steps Interpretación para una visita inolvidable Discovery carts: interpretation on wheels Once upon a time…the power of storytelling

Interpretation for Sustainability Share your thoughts about Roots

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02 Editorial Julia Willison, Botanic Gardens Conservation International

Editor : Julia Willison 05 Interpretation master planning: creating holistic narrative Cover Photo : Cover photo: Botanic Garden, experiences South James Furse-Roberts, Wildfowl and Wetlands Trust Consulting, UK Design : John Morgan, Seascape. Tel: +44 (0)1273 416842 Forthcoming Issues 09 Interpreting nature: connecting to visitor understandings Volume 6 Number 2 – International Year of Biodiversity Last submission date June 30 2009 Amy E. Ryken, University of Puget Sound, USA

Roots is produced by Botanic Gardens Conservation International (BGCI) . It is published twice a year and is 14 Interpretación para una visita inolvidable sent to all BGCI members. Membership is open to all Paola Sierra Manrique, Jardín Botánico José Celestino Mutis, Colombia interested individuals, institutions and organisations that support the aims of BGCI (see inside back cover for membership application form). 18 Discovery carts: interpretation on wheels Further details available from: Marilyn Smith, Brooklyn Botanic Garden, USA • Botanic Gardens Conservation International, Descanso House, 199 Kew Road, Richmond, Surrey TW9 3BW UK. Tel: +44 (0)20 8332 5953, Fax: +44 (0)20 8332 5956 20 Once upon a time….the power of story telling Email: [email protected], www.bgci.org Martin Clement, Durban Botanic Garden, • BGCI-Russia, c/o Main Botanical Gardens, Botanicheskaya st., 4, Moscow 127276, Russia. Tel: +7 (095) 219 6160 / 5377, Fax: +7 (095) 218 0525, Olympic exhibition: promoting the work of botanic gardens E-mail: [email protected], www.bgci.ru 24 • BGCI-Netherlands, c/o Delft University of Technology Xiangying Wen, BGCI, South China , China Julianalaan 67, NL-2628 BC Delft, Netherlands Tel: +31 15 278 4714 Fax: +31 15 278 2355 email: [email protected] 26 Implementing the GSPC in 10 steps www.botanischetuin.tudelft.nl • BGCI-Canarias, c/o Jardín Botánico Canario Viera y Louise Allen, University of Oxford Botanic Garden, UK, Karoline Friedrich, Clavijo, Apartado de Correos 14, Tafira Alta 35017, Iris Kiefer, Wolfram Lobin, Cornelia Loen, Marliese von den Driesch, Las Palmas de Gran Canaria, Gran Canaria, Spain. Tel: +34 928 21 95 80/82/83, Fax: +34 928 21 95 81, University of Bonn Botanic Garden, , Junko Oikawa E-mail: [email protected] • BGCI- China, 723 Xingke Rd., Guangzhou 510650 China. Tel:(86)20-37252692. email: [email protected] 29 Wwwhat’s the Web got to do with us? www.bgci.org/china • BGCI – South East Asia, c/o Registry, Singapore Botanic BGCI Gardens, 1 Cluny Road, Singapore 259569. Email: [email protected], • BGCI-Colombia, c/o Jardín Botánico de Bogotá, 30 Resources Jose Celestino Mutis, Av. No. 61-13 – A.A. 59887, Educational resources for botanic gardens Santa Fe de Bogotá, D.C., Colombia. Tel: +57 630 0949, Fax: +57 630 5075, E-mail: [email protected], www.humboldt.org.co/jardinesdecolombia/html/la_red.htm • BGCI-Deutschland, c/o Botanische Gärten der 09 Universität Bonn, Meckenheimer Allee 171, 53115 Bonn, Germany. Tel: +49 2 2873 9055, Fax: +49 2 28731690, E-mail: [email protected] • BGCI(US) Inc, c/o Chicago Botanic Garden, 1000 Lake Cook Road, Glencoe, Illinois 60022, USA. E-mail: [email protected]

BGCI is a worldwide membership organisation established in 1987. Its mission is to mobilise botanic gardens and engage partners in securing plant diversity for the well- 05 14 being of people and the planet . BGCI is an independent organisation registered in the United Kingdom as a charity (Charity Reg No 1098834) and a company limited by guarantee, No 4673175. BGCI is a tax-exempt 501(c)(3) 18 20 26 non-profit organisation in the USA and is a registered non-profit organisation in Russia. Opinions expressed in this publication do not necessarily reflect the views of the Boards or staff of BGCI or of its members.

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BGCI would like to thank the co-editors for their work in the production of Roots: For the French Section: For the Spanish Section: For the English Section: Loïc Ruellan – Conservatoire Botanique National de Brest, France Maricela Rodriguez Acosta – Herbario y Jardín Botánico de la Chris Hobson Anne Lindsey – France Benemérita Universidad Autónoma de Puebla, Mexico David Jeffreys Allison Marshall – France Antonio Lopez Quintana – Universidad de Pais Vasco, Bilbao, Spain Robert Orr Thierry Helminger – Arboretum Kirchberg, Musée National Lourdes Rico-Arce – Royal Botanic Gardens, Kew, UK d’Histoire Naturelle, Luxembourg Veronica Franco – Jardín Botánico Xiitbal neek, Mexico

Roots • Vol 6 (1) 01 Interprétation pour le développement durable Interpretación para la sostenibilidad

Julia Willison Interpretation for sustainability

Editorial - English Editorial - Français Editorial - Español

In its conjunction of planting and place, Par sa mise en relation de la plantation En la conjunción de colecciones y of history and culture, the botanic avec le site, avec l’histoire et la culture, territorio, de historia y cultura, el jardín garden is a microcosm of humankind’s le jardin botanique est un microcosme botánico es un microcosmos donde se relationship with the natural world. No qui représente les relations de l’humanité refleja la relación de la humanidad con la matter how familiar the scene, avec le monde naturel. Peu importe naturaleza. Independientemente de lo everywhere you look there is a story to comment une scène est familière, familiar que nos resulte, allí donde se be told, a message to be conveyed. partout où vous regardez, il y a une mire hay una historia que contar o un And with more than 200 million people histoire à raconter, un message à mensaje que transmitir. Con más de 200 worldwide visiting botanic gardens transmettre. Et avec mondialement plus millones de visitantes cada año, el every year, the challenge of engaging de 200 millions de personnes visitant les desafío de lograr el interés de forma with them meaningfully grows apace. jardins botaniques chaque année, le défi activa y significativa es cada vez mayor. Around the world gardens deploy an de les interpeller de façon raisonnable se Por todo el mundo los jardines impressive range of strategies to développe sans doute rapidement. De despliegan una impresionante variedad capture the public’s attention and par le monde les jardins déploient une de estrategias para captar la atención interpret what they see - from guided gamme impressionnante de stratégies del público y dar interpretación a lo que tours, signage, discovery carts and pour attirer l’attention du public et pour observan: desde visitas guiadas, exhibitions through to websites, blogs interpréter ce qu’ils voient. señalización, ‘carros para el and podcasts. descubrimiento’, múltiples exposiciones, Une question récurrente pour tous les incluso sitios webs, blogs y podcasts. A recurring question for botanic jardins botaniques est ‘que voulons- gardens everywhere is ‘what do we nous interpréter et communiquer?’ Una cuestión repetida por los jardines want to interpret and communicate?’ Tandis que la sélection des récits et des botánicos en cualquier lugar es ‘¿qué While picking out the salient narratives messages saillants dans l’abondance queremos interpretar y qué comunicar?’. and messages from the abundance of de matériel que fournit un jardin reste Si bien el destacar y el subrayar el material contained within a garden un défi, il y a probablement pour la mensaje que contiene cada jardín remains a challenge, for most gardens plupart des jardins une matière todavía resulta un desafío, hay un tema there is probably one topic that stands prépondérante, dépassant toutes les que sobresale por encima de todos en head and shoulders above the rest in autres en termes d’importance, à savoir importancia, y éste es el de la terms of importance, namely plant la conservation des plantes. Nous nous conservación de las especies de plantas. conservation. We’re all aware that our rendons tous compte que notre Todos somos conscientes de que environment is under immense pressure environnement se trouve sous une nuestro entorno sufre la enorme presión from human activity and its immense pression à la suite des y las consecuencias de la actividad consequences and we only have to activités humaines et de leurs humana y no tenemos más que mirar a look at what’s happening now in the conséquences et nous n’avons qu’à lo que está pasando en la economía global economy to get a sense that our observer ce qui se passe actuellement global para sentir que el modelo de la ‘business as usual’ model of the world au niveau de l’économie globale pour frase hecha ‘¿los negocios?, como is not working. People are searching comprendre que notre modèle du siempre’ no funciona. La gente busca for alternative solutions. Now, surely, ‘business as usual’ ne fonctionne pas. soluciones alternativas. Es el momento is a golden opportunity for gardens to Les gens sont à la recherche de y la oportunidad, única, de desarrollar el develop their interpretation in a way solutions alternatives. Maintenant est trabajo de interpretación por caminos that engages their visitors’ imaginations certainement une occasion magnifique que interesen a la imaginación de los and encourages them to re-evaluate pour les jardins de développer leur visitantes para reconsiderar sus their attitudes and ways of living? interprétation d’une manière à engager actitudes y estilos de vida.

02 Roots • Vol 6 (1) • 02-04 Interpretation is a vast subject and this l’imagination de leurs visiteurs et de les La interpretación es un tema tan issue of Roots barely scratches the encourager à ré-évaluer leurs attitudes amplio, que éste número de Roots sólo surface of what there is to know. et modes de vie. someramente puede abordar lo mucho James Furse-Roberts, Senior que se sabe. James Furse-Roberts, Consultant at Wildfowl and Wetland L’interprétation est un sujet très vaste et Senior Consultant del Comisariado de Trust, UK, sets the scene for us by cette issue de Roots raye à peine la Humedales y Aves, Reino Unido, nos looking at the big picture. He surface de tout ce qu’on peut savoir sur introduce en el panorama centrando el emphasises the importance of holistic la question. James Furse-Roberts, plano general. Destaca la importancia interpretative planning for visitor conseiller au Wildfowl and Wetland de una planificación interpretativa experiences and offers us a four-stage Trust, R-U, nous prépare la scène en holística enfocada a partir de la planning process. Amy Ryken, traçant les grandes lignes. Il souligne experiencia del visitante y ofrece Associate Professor at the University of l’importance d’une planification cuatro estadios en el proceso. Puget Sound, USA, shares her findings interprétative d’ensemble pour Amy Ryken, Catedrática Asociada de from an eight-month study she l’expérience du visiteur et nous propose la Universidad de Puget Sound, EEUU, undertook into visitor engagement at un processus de planification en quatre muestra los hallazgos de su the W.W. Seymour Botanical étapes. Amy Ryken, professeur agrégé investigación de ocho meses de Conservatory in Tacoma, Washington. à l’université de Puget Sound, États- duración, analizando el interés de los Amy’s study, also informed by her visits Unis, nous fait part des résultats d’une visitantes en el W.W. Seymour to botanic gardens in Canada, UK, and étude de huit mois, qu’elle a menée au Botanical Conservatory en Tacoma, USA, is illuminating and encourages us sujet de l’interpellation des visiteurs au Washington. El estudio de Amy, to reconsider our views of learning and conservatoire botanique de W.W. completado con visitas a diversos nature in relation to visitor worldviews. Seymour à Tacoma, Washington. jardines botánicos de Canadá, Reino Her approach is echoed by Paola L’étude d’Amy, renseignée aussi par ses Unido y EEUU, es clarificador y anima Sierra Manrique, Education visites de jardins botaniques au a reconsiderar nuestra visión del Coordinator at the José Celestino Canada, R-U, et aux États-Unis, est aprendizaje y la naturaleza Mutis Botanic Garden in Bogota, who admirable et nous encourage à contrastándolos con los puntos de outlines her analysis of what she reconsidérer nos vues sur vista del visitante. Su enfoque se believes would make an unforgettable l’apprentissage et la nature par rapport refleja en el de Paola Sierra Manrique, visit to the garden. aux visions du monde des visiteurs. Coordinadora de Educación del Jardín Paola Sierra Manrique, coordinatrice Botánico José Celestino Mutis de We also explore some of the d’éducation au jardin botanique de José Bogotá, quien subraya en su análisis lo interpretative techniques that gardens Celestino Mutis à Bogota, fait écho de que de verdad hace de la visita al are using to engage their public. cette approche en rendant son analyse jardín una experiencia inolvidable para Marilyn Smith, Director of Children’s de ce qui selon elle ferait une visite el visitante. Education at Brooklyn Botanic Garden, inoubliable au jardin. USA, writes about the benefits of using Examinamos también algunas de las discovery carts and explains the Nous explorons également certaines técnicas de interpretación que los practicalities. And Martin Clement, des techniques interprétatives que les jardines botánicos utilizan para Head of Education at the Durban jardins emploient pour interpeller leur interesar al público. Marilyn Smith, Botanic Garden, South Africa, public. Marilyn Smith, directeur de Directora de Educación Infantil del describes how his team use story l’éducation des enfants au jardin Brooklyn Botanic Garden, EEUU, relata telling to draw on existing indigenous botanique de Brooklyn, États-Unis, écrit el provecho de las performances knowledge systems in developing more au sujet des avantages d’utiliser des mediante las ‘carretas para el meaningful action-based programmes. chariots de découverte et explique les descubrimiento’ y explica su If you’re interested in finding out more, caractères pratiques. Et Martin Clement, conveniencia. Martin Clement, Jefe de please join us in Durban this year for chef de l’éducation au jardin botanique Educación en el Durban Botanic BGCI’s 7th International Congress on de Durban, Afrique du Sud, décrit Garden, Sudáfrica, describe cómo su Education in Botanic Gardens (see comment son équipe utilise les contes equipo usa los cuentacuentos para back cover of Roots). parlés pour se baser sur les systèmes extraer del conocimiento indígena de connaissances indigènes existants sistemas que desarrollen programas afin de développer des programmes activos más significativos. Si Vd. está Interpretation can be used to raise d’action plus significatifs. Si vous êtes interesado en averiguar más, únase a awareness at many different levels and intéressé à en savoir plus, joignez-nous nosotros este año con motivo del 7º increasingly we are seeing national and donc à Durban, cette année pour le Congreso Internacional de Educación international collaboration between 7ème congrès international de BGCI sur en Jardines Botánicos en Durban en botanic gardens aimed at focusing l’éducation dans les jardins botaniques Sudáfrica (ver portada trasera de attention on the need for plant (voyez au dos de Roots). Roots). conservation. Last summer, BGCI, Popular Science Network of Botanic L’interprétation peut être un outil pour La interpretación puede usarse para Gardens, Chinese Academy of améliorer la prise de conscience à de despertar la conciencia a muchos Sciences and Beijing Municipal nombreux niveaux différents et de plus niveles, y estamos presenciando la Science and Technology Committee en plus nous voyons des collaborations colaboración activa entre jardines

Roots • Vol 6 (1) 03 took advantage of the Beijing nationales et internationales entre les botánicos, también internacionalmente, Olympics to mount the first World jardins botaniques visant à concentrer dirigida a centrar la atención en la Botanic Garden Exhibition. The l’attention sur la nécessité de conserver necesidad de la conservación de las exhibition was in a prime location, les plantes. L’été dernier, l’Académie especies de plantas. El pasado verano close to the Olympic Village, and was Chinoise des Sciences, BGCI et le la Academia de Ciencias China, el visited by tens of thousands of Comité Municipal de la Science et de la BGCI y el Comité Municipal de Beijing people. In this issue Xiangying Wen, Technologie de Pékin ont tiré profit des para la Ciencia y la Tecnología, BGCI’s China Project Office, examines Jeux Olympiques de Pékin pour monter aprovechando las Olimpiadas de the development of the exhibition and la première Exposition Mondiale de Pekín, organizaron la 1ª Exposición its aim of publicising the work of 70 Jardins Botaniques. L’exposition était Mundial de Jardines Botánicos. botanic gardens worldwide. Another située dans un endroit privilégié, près Instalada en un lugar privilegiado, junto global event held last year in Germany du village olympique, et a été visitée par a la Villa Olímpica, fue visitada por was the Conference of the Parties to des dizaines de milliers de personnes. decenas de miles de personas. the Convention on Biological Diversity Dans cette issue Xiangying Wen, du Xiangying Wen, de la Oficina del BGCI – a conference which brought together bureau de projet Chine de BGCI, China Project, revisa en este número el government environmental examine le développement de desarrollo de la exposición y su representatives from all over the globe l’exposition et son but de rendre public objetivo central de publicitar el trabajo to discuss the fate of the world’s le travail de 70 jardins botaniques dans de 70 jardines botánicos de todo el biodiversity. In their article, staff at le monde entier. Un autre événement mundo. Otro evento de carácter Bonn Botanic Garden, Germany and global, qui s’est déroulé l’année dernière mundial ha tenido lugar en Alemania, the University of Oxford Botanic en Allemagne, était la Conférence des la Conferencia de las Partes de la Garden, describe a collaboration Parties à la Convention sur la Diversité Convención sobre Diversidad which raised awareness of the Global Biologique - une conférence, qui a Biológica, reuniendo a representantes Strategy for Plant Conservation to rassemblé les représentants medioambientales de todo el mundo hundreds of government officials. environnementaux des gouvernements para discutir el futuro de la de par le globe, pour discuter du destin biodiversidad global. El personal del By working together, sharing their de la biodiversité mondiale. Dans leur Jardín Botánico de Bonn (Alemania) interpretative expertise and article, le personnel du jardin botanique junto con el de la Universidad de experience, botanic gardens and de Bonn, Allemagne et du jardin Oxford, presentan una colaboración related institutes are able to present a botanique de l’université d’Oxford, que elevó la conciencia de cientos de concerted and far more powerful case décrivent une collaboration qui permis funcionarios gubernamentales acerca for plant conservation than if they do de mieux promouvoir la Stratégie de la Estrategia Global para la so by themselves. This year Plant Globale pour la Conservation des Conservación de las Plantas. Conservation Day (PCD) provides just Plantes auprès des centaines de that opportunity. Botanic gardens, fonctionnaires gouvernementaux. Es así, trabajando juntos, zoos and other institutions worldwide compartiendo experiencia y will be using May 18th to celebrate En travaillant ensemble, partageant leur habilidades en interpretación, como los plants and raise awareness of the expertise et expérience interprétatives, jardines botánicos pueden proponer en need for their conservation. With les jardins botaniques et instituts las agendas de las instituciones el support from the Boeing Corporation, associés peuvent présenter une problema de la conservación de las BGCI is revamping the PCD website argumentation concertée et bien plus plantas de una manera más and partnering with gardens in puissante pour la conservation des concertada y convincente que Australia, China, Russia, UK and the plantes qu’à eux seuls. Cette année, la individualmente. Precisamente este USA to run a series of exciting Journée de la Conservation des Plantes año el Día de la Conservación de las education and interpretation (Plant Conservation Day. PCD) fournit Plantas (su acrónimo en inglés PCD) programmes. Why not join in? justement une telle occasion. Les nos brinda esa oportunidad: jardines, Visit the website jardins botaniques, les zoos et d’autres zoológicos e instituciones de todo el www.plantconservationday.org for établissements dans le monde entier mundo utilizarán la fecha del 18 de ideas and resources. utiliseront le 18 mai pour célébrer les Mayo para celebrar las plantas y plantes et améliorer la prise de aumentar la conciencia de su conscience de la nécessité de leur conservación. Con el apoyo de la firma conservation. Avec l’appui de Boeing Boeing, el BGCI reajusta la web del Corporation, BGCI est en train de PCD y colabora con jardines de refondre le site Web de PCD et Australia, China, Rusia, Reino Unido y s’associe avec des jardins en Australie, EEUU en la puesta en marcha de una en Chine, en Russie, au R-U et aux serie de animados programas États-Unis pour lancer une série de educativos y de interpretación. programmes d’éducation et ¿Por qué no participa? Visite la web d’interprétation passionnants. Pourquoi www.plantconservationday.org donde ne pas se joindre à eux ? Visitez le site encontrará ideas y recursos. Web www.plantconservationday.org pour des idées et des ressources.

04 Roots • Vol 6 (1) Planification générale de l’interprétation: le développement d’expériences narratives globales Plan maestro de Interpretación: creación de experiencias narrativas holísticas

James Furse-Roberts

Interpretation master planning: creating holistic narrative experiences

Summary Interpretative master planning has been around in a professional form for several decades. Left: Messages However, much of the text and approaches that have been of sustainability are infused developed are based on the interpretation of heritage throughout The sites. While this work can be of use, botanic gardens are Eden Project different and require a different approach. By ensuring that (The Eden adequate thought is given to the visitor experience, being Project) clear about the top-level outcomes, developing the interpretation plan in a holistic manner with the other elements of the However, terms used to describe the process of planning interpretation are masterplan, and by telling strong stories through layered media, a botanic less well defined, such as ‘masterplan’ garden’s interpretation can become an effective way of delivering core and ‘interpretation masterplan’, aims, building a rapport with visitors and effecting changes in behaviour. sometimes also referred to as an ‘educational masterplan’.

Introduction botanical collections apart from normal For the purpose of this article, a gardens. However, even with this long masterplan can be thought of as a Botanic gardens have been interpreting history, the quality of interpretation guidebook, a point of reference, that their collections since their inception. found in botanic gardens has only can be used when one looks up from That is to say that plants in botanical recently started to improve; partly immersion in the minutia of running a collections have always had because it is only recently that there busy garden and wonders ‘Are we still information associated with them that has been a commonplace heading in the right direction?’ or when institutions have wanted to impart to understanding that this is an activity one is setting out to create a new users of the collections. Just think of that needs to be discussed, studied botanic garden. Within such a the European physic gardens set up to and planned for. document one would expect to find teach aspiring doctors the medicinal elements that address, among others, properties of plants or the Victorian Where do you start? the business needs of the garden, its systematic order beds laid out to teach conservation aims, landscaping and . Indeed, it could be argued that Before we address this question it is educational purposes. Given the scope growing plants with the aim of using best to define a few terms. of these topics, the masterplan cannot them to inform visitors, be they ‘Interpretation’ is now widely be a detailed prescription and indeed if specialist academics or curious understood as broadly being the it were, with the need to adapt and members of the general public, is one process of communicating information evolve over time, it would probably be of the key differences that sets in museums, heritage centres etc. obsolete before fully implemented.

Roots • Vol 6 (1) • 05-08 05 Be clear about the top-level outcomes

Is your garden interested in raising Right: The awareness of a particular habitat or the Minnesota flora of a particular area? Does it have Landscape a mission to encourage a change in Arboretum, people’s behaviour to protect plants? USA, creates Or perhaps an aim to enhance people’s memorable and wellbeing? Without a clear meaningful understanding of the desired experiences for outcomes, an interpretation masterplan children and cannot be devised that leads towards families them. The mission of Missouri (Sandy Tanck, Botanical Garden, USA, for example Minnesota ‘To discover and share knowledge Landscape about plants and their environment, Arboretum, in order to preserve and enrich life’ USA) can be seen to underpin the whole of the garden’s interpretation. An interpretation masterplan is the Before we apply this process to section within the larger masterplan that botanic gardens it is worth asking Be holistic details the messages the garden wants ourselves whether they are similar to impart and the ways that this might enough to national parks and other It was mentioned earlier in this article be achieved. Wrongly, they are often heritage sites to use the same that many interpretation masterplans spoken of as documents that stand approach. Whilst both are usually are developed separately from and alone from the other aspects of the outdoor spaces with plants growing without consideration of the overall garden’s masterplan. The aim of this within them, there are some key masterplan for the garden. This is not article is to show that not only does differences. Heritage sites are usually a only likely to have operational having an interpretation masterplan natural feature, landscape or a human- implications for the delivery of integrated with the overall masterplan made structure of antiquity. As such, interpretation on-site but a lack of benefit the delivery of education but it they invariably have a limited number joined-up thinking will also mean that will also benefit the garden by improving of features to interpret. Those features opportunities are being missed to the visitor experience. they do have are usually static and the infuse your garden with your messages. main aim of the interpretation is to tell The Eden Project (Cornwall, UK) is an Hundreds of years ago, mediaeval the visitor about the location. Botanic example of an institute that carries its monks were laying out their sanatorium gardens, on the other hand, have large messages through everything it does. gardens in the form of a human body numbers of individual specimens, One illustration of this is the sachets of as an aide memoir . Herbs were planted displayed in a human-made sugar provided in the restaurant which at the points on the body that related environment with the aim of imparting carry interpretation about the origin of to their area of treatment. Despite this, specific, and sometimes complex, sugar. There are a range of reasons interpretation as a subject or ideas. With the increased why communicating through catering profession only began to become concentration on conservation, many does not happen in all botanic gardens formalised around the 1950s. In 1957, botanic gardens take this further and (including a concern about the unit cost Freeman Tilden, who worked for the want to influence the behaviour of their of sugar sachets!), but the point is that United States National Park Service, visitors in a way that supports plant the more channels you can find to wrote ‘Interpreting Our Heritage’, one conservation and sustainability. communicate your messages through, of the first texts on interpretation. the more effective your interpretation Since then, the principles that Tilden Planning for interpretation in botanic will be. laid out have formed the backbone for gardens most of the interpretation master Think experience planning of heritage sites. Whether you have an existing garden with an extensive collection or an area Closely linked to an holistic approach is Using Tilden’s approach, a typical of land awaiting development, it is consideration of the visitor experience interpretation master planning process important to carry out an inventory of during the interpretation master for a heritage site or national park may the site and collection. This will help planning process. We live in an age consist of conducting an inventory of you think about the relationships driven by what Pine and Gilmore (1998) objects and locations, deciding on the between these objects, the locations have termed the ‘experience economy’. themes to be interpreted, reviewing the and the stories they can be used to Whereas there was a time when people budget and management constraints tell. This discussion should quickly lead spent money on food for the purpose of before delivering a plan that outlines the to questions such as “What are we nourishment many of us now pay extra most favourable method of interpretation trying to achieve?” and “What is our for the experience that accompanies for each object or location. purpose?” that food. For example, one could

06 Roots • Vol 6 (1) make a cup of coffee at home but many prefer to pay more for having the experience of drinking coffee out, with Left: Experience the added experience of choice, in nature helps service and social statement that stimulate accompanies it. Pine & Gilmore (1998) emotional give the following definition of development. experience. The urge to build is ‘An experience occurs when a particularly company intentionally uses services as strong between the stage, and goods as props, to the ages of engage individual customers in a way 8-11. that creates a memorable event.’ (Sandy Tanck, Minnesota Botanic gardens are a part of this Landscape economy. Nature tourism is on the Arboretum, increase and as such gardens offer USA) excellent locations for social outings. Having said that, this is not such a new also be included as in the Green theatre. In adulthood, even though we phenomenon, one hundred years ago Workshops run at the Conservatory are better at distinguishing reality, in 1908, W. J. Bean, the then Director and Botanic Garden of the City of stories can be equally magical. A good of the Royal Botanic Gardens, Kew, Geneva, Switzerland, where children storyteller, be they using the written noted that “to nine tenths of the people constructed bird boxes, among other word, voice or drama, can manipulate who visit Kew...it is simply a beautiful activities. Designing and delivering our emotions and in so doing garden - a place in which to spend a good visitor experiences requires strengthen the effect that story has on few pleasant hours”. The purpose of a stepping outside the traditional bounds us. Stories crafted to deliver visit to most large botanic gardens is to of interpretation into the areas such information can harness this emotive have a social or recreational as marketing, catering, event power and provide a structure which experience. Whether this experience management, landscape design and the visitor can use to organise their occurs in a botanic garden or a architecture. existing knowledge and the new museum is a secondary consideration knowledge they are gaining. decided by the prospect of the overall Tell strong stories experience on offer. Further evidence The number of plant species in a of this is the ranking of botanic We have looked at the importance of botanic garden means that there is an gardens, zoos and museums as ‘visitor creating an experience for the visitor unlimited supply of stories. For each attractions’ in the same category as but experiences don’t necessarily plant in the collection it will be possible theme parks and other tourist communicate information. Information to relay far more stories than there is attractions. It follows therefore that can be interesting but, as statements space for. If you want convincing of comparable experience needs to be that stand alone, it can be difficult to this, it is worth reading Conway’s offered by botanic gardens if visitors put them into context or derive a article on ‘How to exhibit a bullfrog’ are to continue to choose them over greater understanding from them. (1973). It was written with zoo directors the other destinations in the list. This returns us to Tilden’s principles, and designers in mind but nevertheless in particular the first two, which state: demonstrates that good exhibitions To compete successfully in this market rely on the quality of the stories told for the visitors’ time, and thus the 1. Any interpretation that does not not the number or rarity of specimens. opportunity to influence them, botanic somehow relate what is being The narrative style within which it is gardens must find ways to engage displayed or described to something written also reinforces the point. visitors with memorable and within the personality or experience meaningful events. Good visitor of the visitor will be sterile. Continuing with Pine and Gilmore’s experiences should consist of the three theatrical analogy, one can think of elements of unexpectedness, social 2. Information, as such, is not each specimen as a character with a interaction and sensory stimulation. interpretation. Interpretation is whole lifetime’s worth of stories. Some For example, the Minnesota revelation based on information. of these stories will be individual to Landscape Arboretum, USA, created a But they are entirely different things. them while others will be shared by nature-play space ‘Under the Oak’ However, all interpretation includes other specimens in the collection. where children came together to build information. The job of the interpretation plan is to simple forts, crawl through a willow decide what overall story the visitor will tunnel and decorate a child-sized We are all familiar with how powerful be presented with and to orchestrate butterfly’s wings. If possible, a fourth storytelling can be; as children we how each of the characters will tell the element, something that can be taken became immersed in the alternative parts of their stories that are most away to prolong the experience, should realities created by books, films and relevant.

Roots • Vol 6 (1) 07 finaux, tout en concevant le plan d’interprétation de manière globale incluant les autres éléments du plan directeur, et par la proposition de Right: Children messages puissants par le biais de constructing méthodes multicouches, le système bird boxes at a d’interprétation d’un jardin botanique green workshop peut devenir un outil efficace pour run at the atteindre des objectifs centraux, en Conservatory établissant un bon rapport avec son and Botanic public et en mettant en place des Garden of the changements de comportement. City of Geneva, Switzerland (Conservatory Resumen and Botanic Garden of the Se han utilizado los planes maestros City of Geneva, de interpretación desde hace algunas Switzerland) décadas. Sin embargo, mucho del texto y de las propuestas que se han Layer media References desarrollado se basan en experiencias de interpretación del patrimonio. Si We all have preferences for how we ¬ Bean, WJ (1908) The Royal Botanic bien estas experiencias pueden ser like to receive information. Some Gardens, Kew: Historical and útiles, los jardines botánicos son people like to read text, others to listen descriptive . Cassell and Company diferentes y requieren de una diferente to an explanation or watch a Ltd, London aproximación. Asegurando un demonstration. Therefore if we only use adecuado desarrollo del pensamiento one medium to deliver a message you ¬ Conway, WC (1973) How to exhibit a en la experiencia del visitante, teniendo can be sure that for a lot of the visitors bullfrog: a bed-time story for zoo claridad en lo s resultados que this will not be their favoured medium. men . International Zoo Yearbook 13: esperamos, desarrollando el plan Guided tours are one of the most 221-226 interpretativo de forma holística con los frequently used media for interpretation otros elementos del plan maestro y in botanic gardens (>90% of botanic ¬ Furse-Roberts, JM (2005) Botanic participando seriamente y a gardens in the UK); however, Garden Creation and Management: profundidad en los medios de operational limitations mean that only a The feasibility and design of new comunicación, el trabajo interpretativo small percentage (<1.5% in UK) of British collections . PhD Thesis, de los jardines botánicos puede visitors will ever experience them. University of Reading, UK convertirse en una forma efectiva de Interpretation boards are also a popular transmitir los mensajes centrales choice but can exclude whole sections ¬ Pine, JB, Gilmore, J (1998) Welcome construyendo un rapport entre sus of visitors (Furse-Roberts 2005). It is to the Experience Economy . Harvard visitantes y cambios efectivos en sus therefore important to ensure that each Business Review, 76 (4) p 97-106 conductas. interpretational element is delivered through a variety of media. An ¬ Tilden, F (2008) Interpreting Our Dr James Furse-Roberts example of this is the Big Answers to Heritage 4th Edition . The University Senior Consultant Big Questions programme run by the of North Carolina Press, USA Wildfowl and Wetlands Trust Botanic Gardens Trust, Sydney in 2006 Consulting, Slimbridge where over 2,000,000 people were Gloucestershire GL2 7BT, UK reached through debate, web and Résumé Email: james.furse- radio. [email protected] La planification générale de Website: www.wwt.org.uk Conclusion l’interprétation s’opère sous forme professionnelle depuis plusieurs James Furse-Roberts provides clients It is important that the interpretation décennies. Toutefois, la plupart des with master planning of visitor centres plan is thought of in conjunction with écrits et des stratégies développés se and natural history interpretation. His and tied into the other elements of the réfèrent à l’interprétation de sites du PhD thesis examines the creation and masterplan. When writing the patrimoine. Bien que ce travail puisse management of botanic gardens and is interpretation plan ensure that être utile, les jardins botaniques sont available from the BGCI website adequate thought has been given to différents et nécessitent donc une (www.bgci.org/global/botanic_garden_ the visitor experience. Be clear about approche différente. Par l’assurance master_planning). the top level outcomes. Be holistic. qu’une réflexion appropriée soit prise Think experience. Tell strong stories en compte dans l’expérience du public, and layer media. qui soit claire par rapport aux résultats

08 Roots • Vol 6 (1) Interpréter la nature: à l’écoute de la compréhension du public Interpretación de la naturaleza: conectando el entendimiento del visitante

Amy E. Ryken Interpreting nature: connecting to visitor understandings

Summary Providing interpretation in a botanic garden offers us a challenge. Not only do we want to nurture visitors’ unique Introduction interpretations, we also want them to explore issues in a thoughtful way. In this article I compare two views of learning — the transmission model Botanic gardens are increasingly and the contextual model. To demonstrate that simply providing focusing educational initiatives on the complex topics of global climate information limits our view of teaching and learning, I consider four change and sustainability (Forrest, different ways that visitors understood and interpreted nature within the 2008; Qwathekana and Midgley, 2008; W.W. Seymour Botanical Conservatory in Tacoma, Washington, USA. Romano, 2008). We expect visitors to Too often we focus on whether or not visitors understand a particular learn much as they experience interpretative message rather than how visitors create their own gardens, but how much and what type interpretations from these natural settings. To help this process and

foster learning in botanic gardens, I offer some questions Left: Plant sign for consideration. at National Botanic Garden, Washington, D.C., focusing Two views of visitor received a particular message on the learning (Freire, 1970; Oakes & Lipton, 1999). importance of This view of learning suggests that conserving Botanic gardens are gardens should work thoughtfully to natural but one part of a define and fully transmit coherent resources and large educational educational messages or enduring encouraging infrastructure understandings (Wiggins and McTighe, visitors to view including families, 1997). In contrast, in the contextual ‘Nature in peril’ schools, print and model, learners are viewed as active (Holly Senn) broadcast media, meaning-makers, or interpreters; of learning might we reasonably museums, libraries, community-based learning is framed as a complex expect (Balis, 1999; Rennie & organisations and the Internet (Falk & context-dependent social process Johnston, 2004)? The goal of learning Dierking, 2000). Considering two where the primary concern is whether and experiencing is to encourage a different views of learning can help us or not visitors are forming connections change in people’s perceptions and redefine garden interpretation. Debates through their previous and subsequent ultimately behaviour and this involves about the transmission and contextual experiences (Dewey, 1938; Falk & using interpretation. But the term models of learning have a long history Dierking, 2000). This view of learning interpretation raises a critical question and are far from new. In the suggests that visitors generate their for our consideration — Who is doing transmission model, learners are own highly personalised meanings the interpreting . . . scientists, garden viewed as passive recipients of pre- from the same exhibition experience educators, or visitors? This question interpreted messages and learning is (Diamond, 1999; Falk & Dierking, 2000; challenges us to reflect on our views framed as a cognitive experience; the Marstine, 2006; Sandell, 2007) and that of learning. primary concern is whether or not the gardens should implement strategies

Roots • Vol 6 (1) • 09-13 09 Transmission Model Contextual Model pollinator has a mate that looks like the Behavioral Paradigm Constructivist Paradigm bloom? I’d love to read more about the evolution of plants here with exotic Mode of Learning Absorption Socially construct meaning features and know how/why the Passive Active varieties arise. Details about leaf and Individuals Groups petal patterns and numbers per bloom would be interesting.” Learners Cognitive experience Cognitive, Physical “I saw a pattern. In South America, Learning Fixed Emotional Experience Spanish moss grows on large branches Context Dependent and orchids grow out of this medium. In the same way, big leaf maples Content Pre-interpreted Personalised meanings provide a structure for moss and . messages Everywhere living things cooperate, sharing space, nutrients, etc.” Documenting Did visitors get the Did visitors make Learning intended message? connections to life Taxonomic displays, either spaces Looking for knowledge experiences? devoted to different types of plants of pre-determined Looking for change in (e.g., palm house, cactus house) or outcomes awareness, enjoyment, plants grouped by genus and attitudes, interest, opinion, meticulously labeled by scientific or understanding name, are one interpretative strategy that gardens, such as the Volunteer Park Conservatory in Seattle, that invite visitor interaction, response, teaching and learning, as well as how Washington, USA use to present plants and interpretations (Sandell, 2007, we represent nature to visitors. as a source of scientific knowledge. Shakespear, 2008). Alternatively, some gardens, like the Four interpretations of nature New York Botanical Garden, Examining visitor interpretations allows emphasise the processes of science. us to consider the complex and highly Conservatory visitors interpreted the Interpretative panels include close personal nature of learning. To better same setting very differently, 1) seeing observation reminders (e.g., Did you understand interpretation, for eight nature as source of scientific notice? or Look closer), questions that months in 2008 I conducted a study of knowledge, 2) as creation, 3) as a scientists investigate (e.g., Why did visitor engagement at the W.W. human resource, 4) or in peril. Gardens certain physical traits evolve?), or Seymour Botanical Conservatory in also use one or more of these highlight field research. At Kew’s Tacoma, Washington, USA (Ryken, interpretations when displaying nature, Millennium Seed Bank, scientists at 2008) and visited botanic gardens in despite the fact that these work are on display for visitors to Canada, the United Kingdom, and the perspectives may be in tension — for observe. United States. What do visitors tell us? example, seeing nature as a source of Studies of the attitudes of botanic scientific knowledge versus seeing Framing nature as a source of scientific garden visitors indicate that they rate nature as creation. Below I share knowledge emphasises that collecting, the restorative features of the garden representative visitor reflections, give sorting, and organising is a form of setting as more important than learning examples of how each interpretation inquiry; studying objects generates about plants or conservation issues was addressed in botanic gardens I (Ballantyne, et al ., 2007; Connell, visited, and highlight tensions. 2004). Visitors to the Seymour conservatory identified three primary Nature as a source of scientific reasons for visiting: to look at flower knowledge displays, to be in a garden setting, and to be in a peaceful setting. Some conservatory visitors saw Right: Piece of Interestingly, reasons ranked amongst nature as a source of scientific interpretation at the lowest were to learn about plants knowledge, often National Botanic and to learn about the environment. emphasising the scientific Garden, search for patterns in the Washington, While the majority of visitors valued natural world. D.C. being immersed in a beautiful setting, encouraging their written reflections can be further “By displaying examples that visitors to view organised into four different reflect what I’ve learned in class, ‘Nature as interpretations of nature. Looking at the my understanding of the natural a human range of visitors’ interpretations in world is reinforced. I’m curious resource’ relation to garden interpretation about the bloom of the plant that (Holly Senn) challenges us to reflect on our views of resembles a ‘large bug’. What natural

10 Roots • Vol 6 (1) knowledge (Arnold, 2006). Classifying is not a neutral activity as all classification schemes raise questions about the fundamental unit of classification (Ritvo, 1997). The scientific view of nature is in tension with viewing nature as creation.

Nature as creation

More than 10% of conservatory visitors focused on nature as spiritual and as evidence of God’s creation. Left: Plant “I do not really understand a lot about labels at the natural world, but I love the Volunteer Park beautiful plants and the fish. I think that Conservatory, humans were meant to approach the Seattle, beauty of flowers, plants, and animals Washington and to live in harmony with these encouraging things and to love them. This visitors to view conservatory, to me, reflects the ‘Nature as a boundless love of God and his love in source of His creation. I glorify God for creating scientific this beauty.” knowledge’ (Holly Senn) “I saw plants I didn’t know existed and found them fascinating — I most (Cunningham, 1996; Prest, 1981). Washington, D.C. displays how plants appreciate and actually long for a Visitor worldviews are unlikely to are used as food, medicine, ceremonial chance to be in a natural beauty change easily as they are the result of objects, and building material. The setting. I find nature very spiritual.” complex interactions between religious medicinal uses of plants are also belief, scientific knowledge, values, emphasised at the Chelsea Physic Describing nature as evidence of and common sense reasoning (Poling Garden. Human manipulation of plants creation is not typically explicitly and Evans, 2004; Reading, 2005). is made clearly visible at Brooklyn addressed in botanic garden Botanic Garden’s bonsai museum. interpretative displays; in all of my Nature as human resource garden visits I discovered only two Plants were, and continue to be, references to this perspective. A Other conservatory visitors described central to the political and economic display at the Chelsea Physic Garden nature as a human resource, often expansion of nations and we should in London included the quote, ‘God emphasising their own use of plants or make transparent which plants were created and Linnaeus ordered’. And critiquing the human manipulation of transported across the globe (e.g., an A-Z orchid display at the National plants. cinchona and rubber trees) and which Botanic Garden in Washington D.C. were not (e.g., abortifacients) included the word ‘spiritual’ for the “As a tea drinker, I thought about where (Schiebinger, 2004). Presenting nature letter ‘s’ and described a Maori orchid a beverage I enjoy begins its life. It was as a shared resource — there for the creation legend. Most gardens’ very interesting to learn about tea taking to suit human needs and displays emphasise evolution. For varieties and where they grow — to me purposes — is in tension with the view example, The Royal Botanic Gardens, something about the economy as well as that nature is in peril. Kew’s Evolution House presents a the natural world and how they impact visual evolutionary timeline and the each other. Also brought in the cultural Nature in peril National Botanic Garden in role of the plant in the description of Washington, D.C. displays an different ways of serving tea.” Another set of conservatory visitors evolutionary tree which shows saw nature as threatened, focusing on phylogenic relationships. “Plant modification and the fact that the importance of conserving natural you must be breeding the flowers to be resources and balance in ecosystems. Reverence for life is the common BIG. BIGGER is NOT better! Why are ground that can support reaching all the flowers so BIG? It’s not natural.” “I believe that understanding our world across the religion and science divide and nature’s powers over the weather (Wilson, 2006). For some visitors Many gardens reinforce the and the natural balance of the botanic gardens are the re-creation of interpretation of plants as consumables ecosystem is more than important with Paradise and a physical bible that for humans’ use. For example, the the threat of losing it due to our lack of makes God’s purposeful design visible National Botanic Garden in gratefulness for its beauty.”

Roots • Vol 6 (1) 11 “I thought about how all plants in the conservatory are without question dependent on clean air, water, moderate to humid temperatures and ultimate harmony between all species for all to survive and prosper. The balance between man and nature and at times how delicate it is. How plants affect not only man but the rest of the planet and the ultimate balance and harmony between man and Earth.”

Botanic gardens are increasingly Right: Quote emphasising the interpretation of nature displayed at in peril. The Toronto Botanical Garden’s Chelsea Physic focus on urban gardening, San Garden, London Francisco’s Conservatory of Flowers which display of Goldman Environmental Prize encourages winners, and displays about habitat visitors to view destruction or global climate change at ‘Nature as the New York Botanical Garden and the creation’ Royal Botanic gardens, Kew, are (Holly Senn) examples of this interpretation of nature.

From this perspective nature is viewed • How might we invite visitors to ¬ Connell, J. (2004) The Purest of as compromised by human activity, share their thinking? Human Pleasures: The such as habitat destruction and • What types of connections to nature characteristics and motivations of overharvesting, leading to loss of do we hope to foster? garden visitors in Great Britain. biodiversity and extinction of species • How might we make visible Tourism Management , 25, 229-247. (Wilson, 2004). While often viewed as a humans’ contradictory relationships current issue, concern for human to nature? ¬ Cunningham, A. (1996) The Culture impact on the environment has a long of Gardens, in Jardines N., Secord, tradition; for example, it is documented Engaging questions such as these can J. A. Spary, E. C. (eds.) Cultures of in classical Greek writings and help us improve our work. Re- Natural History . Cambridge systematic forest conservation efforts examining our views of learning and University Press, Cambridge, began as early as 1768 on the island of nature in relation to visitor worldviews Massachusetts, USA. Mauritius (Grove, 1996). suggests that we think critically about both the type and amount of learning ¬ Dewey, J. (1938) Experience and Questions to consider we expect from a garden visit and our Education . Collier Books, New York, role in supporting that learning. USA. Botanic gardens “invite discussion on the role(s) of ‘culture’ in relation to References ¬ Diamond, J. (1999) Practical ‘nature’ and can act as a metaphor for Evaluation Guide: Tools for the complex relationships that ¬ Arnold, K. (2006) Cabinets for the Museums and Other Informal humanity has with the environment” Curious: Looking Back at Early Educational Settings . AltaMira (Sanders, 2007). They are important English Museums . Ashgate Press, Walnut Creek, California, sites for learning precisely because of Publishing Limited, Aldershot, USA. their potential to help visitors consider England. their multiple and conflicting ¬ Falk, J. H., Dierking, L. D. (2000) relationships to nature. As the ¬ Balis, J-M. (1999) Creating Learning from Museums: Visitor contextual model of learning suggests, Exhibitions for Learning, in Moffat, Experiences and the Making of visitors do indeed form highly personal H., Woollard, V. (eds) Museum and Meaning . AltaMira Press, Walnut meanings in relation to the same Gallery Education: A Manual of Creek, California, USA. setting; simply providing information is Good Practice . AltaMira Press, a limited way to engage visitors. Below Walnut Creek, California, USA. ¬ Forrest, T. A. (2008) How One are questions to consider as we work Botanical Garden is Engaging the to foster learning in botanic gardens. ¬ Ballantyne, R., Packer, J., Hughes, Public on Climate Change. Public K. (2007) Environmental Awareness, Garden , 23 (1), 13-15. • What are the pros and cons of Interests and Motives of Botanic providing interpretative information Gardens Visitors: Implications for ¬ Freire, P. (1970) Pedagogy of the versus posing visitor reflection interpretive practice. Tourism Oppressed . Herder and Herder, questions? Management , 29, 439-444. New York, USA.

12 Roots • Vol 6 (1) ¬ Grove, R. H. (1996) Green ¬ Sandell, R. (2007) Museums, l’apprentissage dans les jardins Imperialism: Colonial Expansion, Prejudice, and the Framing of botaniques, je propose une série de Tropical Island Edens, and the Difference . Routledge, New York, questions à étudier. Origins of Environmentalism, 1600- USA. 1860 . Cambridge University Press, Cambridge, Massachusetts, USA. ¬ Sanders, D. L. (2007) Making Public Resumen the Private Life of Plants: The ¬ Marstine, J. (2006) New Museum contribution of informal learning Aportar actividades interpretativas en un Theory and Practice: An environments. International Journal jardín botánico es un reto. No solo Introduction . Blackwell Publishing, of Science Education , 29 (10), 1209- porque le queremos aportar al visitante Malden, Massachusetts, USA. 1228. materiales interpretativos únicos, sino porque también esperamos que piensen ¬ Oakes, J., Lipton, M. (1999) ¬ Schiebinger, L. (2004) Plants and y exploren por su cuenta. En este Teaching to Change the World . Empire: Colonial Bioprospecting in artículo comparo dos formas de McGraw-Hill College Boston, the Atlantic World . Harvard aprendizaje: el modelo de transmisión y Massachusetts, USA. University Press, Cambridge, el modelo contextual. Para demostrar Massachusetts, USA. que la simple transmisión de ¬ Poling, D. A., Evans, E.M. (2004) información limita nuestra forma de Religious Belief, Scientific Expertise, ¬ Shakespear, G. (2008) Darwin’s enseñar y aprender, presento cuatro and Folk Ecology. Journal of Garden: An evolutionary adventure. maneras en las que los visitantes Cognition and Culture , 4 (3), 485-524. Roots , 5 (2), 15-17. entienden e interpretan la naturaleza en el Conservatorio Botánico W.W. ¬ Prest, J. (1981) The Garden of Eden: ¬ Wiggins, G., McTighe, J. (1997) Seymour en Tacoma, Washington, The Botanic Garden and the Re- Understanding by Design . Estados Unidos. Con frecuencia nos creation of Paradise . Yale University Association of Supervision and centramos en si los visitantes entienden Press, New Haven, USA. Curriculum Development, o no un determinado mensaje Alexandria, Virginia, USA. interpretativo, en vez de centrarnos en ¬ Qwathekana, N. M., Midgley, G. cómo los visitantes elaboran sus propias (2008) The Heat is on for Africa: ¬ Wilson, E. O. (2006) The Creation . interpretaciones de estos espacios Botanic gardens, education and W. W. Norton & Company, Inc, New naturales. Para contribuir a este climate change. Roots , 5 (1), 10-13. York, USA. proceso, y promover el aprendizaje en los jardines botánicos, presento algunos ¬ Reading, R. P. (2005) Is Knowledge- aspectos a considerar. Provision Enough? The relationship Résumé between values, attitudes and Amy E. Ryken knowledge with respect to wildlife La mise en place d’un système Associate Professor conservation, Living Forests , d’interprétation dans un jardin University of Puget Sound 1, 19-22. botanique présente un défi. Notre but Chair, Education Committee est non seulement d’étoffer les W.W. Seymour Botanical ¬ Rennie, L. J., Johnston, D. J. (2004) interprétations uniques du public, mais Conservatory The Nature of Learning and its également de l’inciter à envisager 1500 N. Warner Street CMB 1051 Implications for Research on certains sujets plus en profondeur. Tacoma WA 98416, USA Learning from Museums. Science Dans cet article, je compare deux Email: [email protected] Education , 88 (S1), S4-S16. conceptions de l’apprentissage : le modèle de la transmission et le modèle To view vodcasts of field visits see ¬ Ritvo, H. (1997) The Platypus and contextuel. Afin d’illustrer le fait qu’un www.youtube.com/conservatory2 the Mermaid and Other Figments of simple apport d’informations limite the Classifying Imagination . Harvard notre conception de l’enseignement et University Press, Cambridge, de l’apprentissage, j’examine quatre Massachusetts, USA. manières différentes de comprendre et d’interpréter la nature, rapportées par ¬ Romano, J. (2008) Leading the Way des visiteurs, au W.W. Seymour to Sustainability. Public Garden , 23 Botanical Conservatory de Tacoma, (1), 6-9. Washington, aux Etats-Unis. Trop souvent, nous nous attachons à ce que ¬ Ryken, A. E. (2008) W.W. Seymour le public comprenne ou non un Botanical Conservatory Visitor message interprétatif spécifique, plutôt Engagement Study Summary of qu’à sa manière de développer ses Findings . (download at propres interprétations à partir de ces www2.ups.edu/faculty/aryken/white cadres naturels. Afin de contribuer à paper.pdf) ce processus et de favoriser

Roots • Vol 6 (1) 13 Interpretation for an unforgettable visit Une interprétation pour une visite inoubliable

Paola Sierra Manrique Interpretación para una visita inolvidable

Resumen El Jardín Botánico José Celestino Mutis está ubicado en Bogotá D.C. capital de Colombia, fue fundado por el sacerdote y científico colombiano Enrique Pérez Arbeláez en 1955. Es el jardín botánico más importante de Colombia y recibe más de 300.000 los educadores del Jardín Botánico visitantes por año. Cuenta con planes, programas, proyectos y políticas José Celestino Mutis quienes, a través educativas estructuradas que responden a los intereses y necesidades de la Subdirección Educativa y de distintos tipos de público. Esto representa una oferta de servicios Cultural, desarrollan procesos de pedagógicos que ofrece a los visitantes experiencias de aprendizaje que educación ambiental para promover la promueven la construcción de conocimiento, el desarrollo de actitudes y construcción de conocimientos, hábitos y actitudes en torno a de habilidades relacionadas con el cuidado y uso sostenible de las situaciones ambientales asociadas al plantas, su ecología y el ambiente. Este artículo describe los programas patrimonio natural de la Ciudad, con el Derecho: Los de interpretación desarrollados en el Jardín, y destaca la teoría y los fin de conservar y hacer uso sostenible programas principios que orientan innovadoras estrategias de aprendizaje activo de la biodiversidad. Estos procesos se escolares para una visita inolvidable. organizan en cuatro líneas de acción: promueven 1) Procesos de construcción de aprendizaje pensamiento ambiental y desarrollo de natural y la competencias científicas, 2) Procesos construcción y Contexto para la socialización del conocimiento, el desarrollo de 3) Procesos de inclusión en dinámicas habilidades y La educación que realizan los jardines sociales y 4) Procesos de innovación e actitudes para la botánicos, centros científicos y de investigación pedagógica para la conservación de ciencia, planetarios, acuarios, reservas gestión ambiental. la biodiversidad y parques naturales, zoológicos, (Paola Sierra museos de ciencia o historia natural, A continuación describo la Línea de Manrique) bioparques y todas aquellas Acción responsable de la atención de instituciones designadas explícitamente visitantes en el Jardín Botánico: como museos es considerada una oferta de servicios que garantiza la Procesos de construcción de educación informal. Se define como accesibilidad de todas las personas al pensamiento ambiental y desarrollo de aquella que procede de estímulos Jardín, de tal forma que se cumplan los competencias científicas. Esta línea educativos generados en nuestro principios de inclusión social que ofrece experiencias de aprendizaje que ambiente sociocultural y biofísico, no buscan generar compromiso e impacto promueven la construcción de encuadrados en el sistema educativo en el entorno social y cultural de conocimiento y el desarrollo de formal (Sánchez, 2004, ICOM, 1997 & Bogotá D.C. actitudes y habilidades relacionadas MEN, 2004. En Sierra, 2006). En con el cuidado y uso sostenible de las general estas instituciones cuentan con Comprender que los jardines botánicos plantas, su ecología y el ambiente, planes, programas, proyectos y deben contar con programas para: a) Aportar elementos que políticas educativas que responden a enfocados a las necesidades e permitan emprender acciones de los intereses y necesidades de distintos intereses de todas las personas, se ha rescate, restauración, y valoración de tipos de público. Lo anterior produce convertido en un verdadero reto para los bienes ambientales que constituyen

14 Roots • Vol 6 (1) • 14-17 el patrimonio natural y b) Apoyar los Izquierdo: procesos de enseñanza - aprendizaje Los programas de las ciencias naturales y sociales. tienen como objetivo formar En el marco de esta línea fueron líderes que concebidos programas de aporten a la interpretación ambiental enfocados en construcción de el desarrollo de competencias estrategias que científicas: las competencias son los permitan la conocimientos, las actitudes y las solución de habilidades relacionadas con las problemas ciencias que pueden ser construidos ambientales por las personas de tal forma que f Desarrollo de competencias l Promoción del Jardín Botánico locales cuenten con herramientas que les científicas y sociales. como espacio ideal para el turismo (Paola Sierra permitan intervenir de manera g Comprensión del concepto de ecológico, científico y cultural. Manrique) responsable en el cuidado del ambiente a partir de las situaciones ambiente y el desarrollo sustentable y problemas ambientales Programas de atención (MEN, 2005). contemporáneos. especializados h Acciones que propician la Estos programas fueron diseñados a conciencia sobre los problemas 1) Interpretación Ambiental Para partir de revisiones bibliográficas que relacionados con el mantenimiento Colegios: Promueve el aprendizaje incluyeron investigaciones, teorías de de la diversidad biológica y el natural, la construcción de aprendizaje, conceptos, experiencias desarrollo sostenible, así como los conocimiento en colaboración y el pedagógica, estudios de caso en propósitos culturales, de desarrollo de habilidades y actitudes áreas relacionadas con educación e conservación y científicos de las relacionadas con las ciencias para la interpretación ambiental, enseñanza y colecciones botánicas. conservación de la biodiversidad. aprendizaje de las ciencias, i Productos turísticos competitivos Apoya procesos de enseñanza y experiencias educativas en museos, con principios de sostenibilidad y aprendizaje realizados desde el centros de ciencias, zoologógicos, programas dirigidos a la formación sistema educativo formal: preescolar, jardines botánicos y ambientes del equipo pedagógico, básica y secundaria. La oferta naturales; así como el aporte de garantizando la calidad de los pedagógica se caracteriza por visitantes. servicios. actividades atractivas y estimulantes j Flexibilidad en las actividades diseñadas a la luz de los Estándares Las estrategias de enseñanza / diseñadas, de acuerdo con las Nacionales de Ciencias Naturales y aprendizaje que hacen parte de los necesidades de los visitantes. Sociales del Ministerio de Educación programas fueron diseñadas, k Actividades bilingües. Nacional (2005). desarrolladas y evaluadas, durante tres años, por un equipo de profesionales Público preescolar: párvulos y transición con formación y experiencia en ciencia Actividad Descripción Contenidos y pedagogía. En general los programas ofrecen experiencias de aprendizaje a Caminatas Promueven la observación utilizando los • Colores y formas de la través de 35 zonas ecológicas y guiadas cinco sentidos. Utilizan las principales naturaleza. colecciones que exhiben cerca de zonas de interés para la primera infancia. • La música del bosque. 2.300 especies de plantas (18.000 Duración: 1 hora. • Habitantes del planeta. individuos) en casi 20 hectáreas. Juegos al aire Actividades al aire libre en diferentes zonas libre y colecciones. Duración: 2 horas. Características de los Manualidades Promueven la creatividad de los niños. Se programas botánicas realizan en la zona de talleres: Espacio Infantil. Duración: 4 horas. a Principios de la teoría de aprendizaje constructivista. b Experiencias directas y sensoriales Público escolar: Primero a quinto grado con las colecciones botánicas, Actividad Descripción Contenidos ambientes ecológicos y zonas educativas. Rutas de Articuladas a los Estándares • Vida en el bosque. c Contenidos específicos para cada descubrimiento Nacionales de Competencias • Hábitat: un lugar para vivir. programa. en Ciencias. Promueven • Adaptación: formas maravillosas. d Ambientes activos de aprendizaje experiencias de aprendizaje • Evolución: plantas prehistóricas. que promueven el pensamiento científico. Duración: 2 horas. • Plantas para la vida. crítico. Ecotalleres Articulados con los Estándares • Descubriendo los secretos de las e Alfabetización de las ciencias para Nacionales de Competencias plantas. el desarrollo sostenible. en Ciencias. Promueven • Ecosistemas: ambientes naturales. experiencias de aprendizaje • Botánicos en acción. que integran la ciencia y las • Planeta Tierra: problemas expresiones artísticas. ambientales contemporáneos. Duración: 4 horas. • Ambiente y sociedad: diversidad. Público escolar: Sexto a once grado Actividad Descripción Contenidos Rutas de Articuladas con los Estándares • Ciencia verde: investigación botánica. descubrimiento Nacionales de Competencias • Biodiversidad colombiana. en Ciencias. Promueven • Plantas amenazadas: extinción experiencias de aprendizaje • Suelo científico. Duración: 2 horas. • Agua Talleres Articulados con los Estándares • Vida sostenible: principios del Nacionales de Competencias desarrollo sostenible. en Ciencias. Promueven • Evolución. experiencias de aprendizaje • Conservación de la flora: el valor de que integran la ciencia y las la biodiversidad. expresiones artísticas. • Diversidad vegetal Arriba: 2) Interpretación Ambiental Para Duración: 4 horas. • Plantas para la vida: usos y abusos. Programas de Universidades: Promueve la • Planeta Tierra: problemas interpretación construcción de conocimiento y el ambientales contemporáneos. ambiental desarrollo de habilidades y actitudes • Vida de planta. enfocan en el relacionadas con la ciencia, el • Un lugar para vivir: ecosistemas. desarrollo de ambiente, la conservación de la competencias biodiversidad y el desarrollo sostenible científicas de la sociedad. El Programa no sólo Público universitario: educación superior (Paola Sierra sirve como apoyo a los procesos de Actividad Descripción Contenidos Manrique) educación realizados desde el sistema de educación superior, sino que Rutas Recorridos que promueven • Relaciones ecológicas. además propone ampliar los especializadas experiencias de aprendizaje • Interpretación de un mundo vivo. contenidos para incrementar el número relacionadas con el desarrollo de • Vida sostenible. de visitantes universitarios y el área de competencias científicas, más • Expedición Botánica. disciplinas que vistan el Jardín. complejas. Contenidos • El Jardín, sus colecciones y su Práctica - taller especializados articulados con las responsabilidad en la 3) Interpretación Ambiental Para necesidades y requerimientos de conservación de la biodiversidad Turistas: Genera elementos que cada programa y área académica. mundial. permiten la apropiación de la oferta Duración: dos horas. • El Jardín Botánico como turística por parte de los visitantes, con Actividades que promueven escenario de aprendizaje. el fin de que turistas nacionales, competencias científicas. Se extranjeros y los mismos habitantes de articulan con las necesidades y la Ciudad, se conviertan también en requerimientos de cada programa y demandantes de productos turísticos área académica de educación locales y regionales. El Programa superior: universitaria, técnica o ofrece productos turísticos sostenibles tecnológica. Duración: cuatro horas. que propician experiencias de aprendizaje, culturales y recreativas a las personas que concurren al Jardín, Público turistas nacionales, extranjeros, familiar y comunidad organizada de tal forma que se logre su Actividad Descripción Contenidos posicionamiento como espacio ideal para el turismo científico y cultural Plan-Guía Recorridos centrados en el • El Jardín y sus colecciones. sostenible y se incremente el número conocimiento de las colecciones del • Las Plantas de Mutis anual de visitantes. Jardín Botánico, su historia, su papel en • Plantas Primitivas la conservación de las plantas y el • Mitos y Leyendas 4) Interpretación Ambiental Para cuidado del ambiente a la luz de las • Curiosidades Botánicas Personas en Situación de principales situaciones y problemas • Plantas Emblemáticas Discapacidad: Busca romper las ambientales contemporáneos. Duración: • Plantas Viajeras barreras de accesibilidad de tipo social, una hora y treinta min. • Plantas Míticas cultural y físicas que pueden estar Taller que ofrece experiencias de • Plantas para la Vida presentes en las instituciones que Plan-Explora aprendizaje activas desarrollando temas • Plantas de Navidad ofrecen servicios y productos al de actualidad e interés para los • Animales que habitan el público, logrando aumentar el número visitantes y/o el desarrollo de Jardín de personas en situación de actividades que promueven soluciones discapacidad física, sensorial y particulares a los problemas cognitiva que ingresan anualmente al ambientales. Duración: cuatro horas. Jardín. El Programa se caracteriza por Plan-Temporada Se coordinan actividades especiales el diseño de actividades que tienen en para los visitantes. Cada dos meses se tiene un tema de temporada distinto. Duración: dos horas. Especial para grupos organizados. 16 Roots • Vol 6 (1) Actividad Descripción Contenidos

Caminatas o Paseos o caminatas por las principales • Descubriendo el Jardín a cuenta el tipo de discapacidad paseos zonas, colecciones o ambientes del Jardín través de los sentidos. presentada y la inversión en que han sido previamente establecidos, adecuaciones de espacio y mobiliario según la discapacidad que presentan, • Ambientes naturales. (sillas de ruedas, senderos, rampas, por acompañados de actividades específicas. ejemplo) que favorecen la movilidad de Duración: Una hora. • Biodiversidad. personas en situación de discapacidad Rutas de Experiencias activas basadas en el y garantizan que el Jardín se un observación y desarrollo de desempeños en el Jardín, • Cuidado y manejo de la espacio inclusivo y de uso terapéutico. descubrimiento según discapacidad. Duración: 2 horas huerta. Talleres Actividades que les permiten a los De manera adicional a los programas participantes producir productos o realizar de interpretación ambiental desempeños específicos. Involucra presentados anteriormente, el Jardín materiales, insumos, elementos y espacios realiza innovadores programas especiales. Duración: Tres horas. educativos dirigidos a niños, jóvenes, adultos y tercera edad: 1) Vacaciones Público: Personas de todas las edades en situación de discapacidad cognitiva, Científicas Infantiles; 2) Club Botánico sensorial o física. de Ciencias Infantil y Juvenil; 3) Club de Caminantes y Amigos del Jardín; ¬ Jardín Botánico José Celestino Résumé 4) Agenda Cultural (cursos, foros, Mutis (2009) Formulación Proyecto exposiciones, ferias, campañas, 317: Procesos de Educación y Le Jardin botanique José Celestino eventos para celebrar fechas de Cultural para la Conservación y Uso Mutis a été créé par le prêtre et importancia nacional, cultural y Sostenible de la Biodiversidad del scientifique colombien Enrique Pérez ambiental, entre otras actividades de Distrito Capital, Subdirección Arbelaez en 1955. Il est considéré divulgación científica); 5) Formación Educativa y Cultural. comme le plus important jardin Docente en Gestión Ambiental; botanique de Colombie et reçoit plus de 6) Asesoría y acompañamiento a ¬ Jardín Botánico José Celestino Mutis 300 000 visiteurs chaque année. Tous Proyectos Ambientales Escolares; (2008) Programas de Educación e les programmes et les projets proposés 7) Escuelas de jardinería y agricultura Interpretación Ambiental, par le jardin sont structurés urbana para adultos, 8) Asesorías Subdirección Educativa y Cultural spécifiquement pour répondre aux técnicas en investigación botánica, intérêts et aux besoins de différents arborización, jardinería o agricultura ¬ Ministerio de Educación Nacional de publics. Les expériences urbana y 9) Procesos de educación Colombia (2005) Estándares d’apprentissage proposées aux visiteurs intercultural, que buscan recuperar el Básicos de Competencias en permettent la construction de savoirs et saber tradicional de las comunidades Ciencias Naturales y Sociales. MEN. le développement d’attitudes et de indígenas, afrodescendientes y Bogotá D.C. comportements favorables aux plantes, campesinas. Estos programas tienen ainsi que liés à leur utilisation durable, como objetivo formar líderes que leur écologie et l’environnement. Cet aporten a la construcción de Summary article traite des programmes estrategias que permitan la solución de d’interprétation développés au Jardin problemas ambientales locales. The José Celestino Mutis Botanic botanique José Celestino Mutis, et Garden was founded by the priest and présente la théorie et les principes dont En conclusión, el Jardín Botánico José Colombian scientist Enrique Pérez découle une stratégie d’apprentissage Celestino Mutis es considerado uno de Arbeláez in 1955. It is considered the active et novatrice garantissant une los principales atractivos de most important botanic garden in visite inoubliable. Izquierdo: Las importancia científica, natural y cultural Colombia and receives more than estrategias de para los colombianos. Lo anterior ha 300,000 visitors each year. All Paola Sierra Manrique enseñanza que sido producto de los grandes programmes and projects offered by Coordinadora Programas de hacen parte de progresos realizados en los últimos 15 the garden are structured specifically Educación e Interpretación los programas años, donde se han tenido en cuenta to respond to the interests and needs Ambiental fueron las necesidades de los visitantes y de of distinct audiences. Visitors are Jardín Botánico José Celestino diseñadas, la ciudadanía en general, logrando que given learning experiences that Mutis desarrolladas y el Jardín sea para todos promote the construction of knowledge Av. Calle 63 #68-95. Bogotá D.C. evaluadas, and the development of attitudes and Colombia, Sur América. durante tres Referencias behaviours in relation to the care and Email: [email protected] and años, por un sustainable use of plants, their ecology [email protected] equipo de ¬ Sánchez, C (2004), ICOM (1997) & and the environment. This article Website: www.jbb.gov.co profesionales MEN (2005) En Sierra, P. (2006). presents the interpretation programmes con formación y La evaluación de los aprendizajes developed in the José Celestino Mutis experiencia en en jardines botánicos, una mirada Botanic Garden and emphasises the ciencia y preliminar. Revista Museolúdica theory and the principles that result in pedagogía. (16-17) 48-55. Bogotá: Universidad innovative active learning strategies for (Paola Sierra Nacional de Colombia. an unforgettable visit. Manrique) Charriots découverte: une interprétation sur roulettes Carritos de descubrimiento: Interpretación sobre ruedas

Marilyn Smith

Discovery carts: interpretation on wheels

Summary Discovery carts are mobile interpretation stations commonly used at informal learning centres across the U.S. Carts are In the summer of 2006, when relatively simple and inexpensive to develop. Once built, a cart may be educators at Brooklyn Botanic Garden easily changed to interpret new themes - a useful trait for gardens where learned that our young titan arum the living plant collections are ever changing. A successful cart (Amorphophallus titanum ) was developing a spectacular and very rare programme begins by planning the intended message, audience, and bloom, we knew that it would be an method of interpretation. The design and construction of a cart should ‘event’ on the New York City scene. also be informed by practical considerations such as available space and How could we inform the thousands of conditions where it will be used, ease of mobility, and adaptability to new curious visitors who would flock to the uses in the future. garden about the fascinating biology of Right: this 1.67 metre (5½ feet) blossom that Discovery carts smells like rotting flesh? Despite our can serve as large staff of educators, we did not trained interpreters to help children and changed to tell a new story is another information have the capacity to redevelop dozens adults appreciate the significance of reason they’re so well suited for stations where a of pre-scheduled programs nor to build one of the world’s most unusual plants. botanic gardens (for example, ‘What’s knowledgeable a major exhibit in two weeks’ time. Our in bloom this week?’). person answers solution was to place one of our In the past two decades, discovery questions about discovery carts outside the room where carts - mobile interpretive education Since I’ve mentioned mobility several plants and the arum was displayed in our stations - have become a common times, I should make it clear that gardening conservatory. The cart was outfitted feature at botanic gardens, museums, discovery carts are not designed to be (Marilyn Smith, with an interactive felt board illustrating zoos, and nature centres across the in motion during their use as interpretive Brooklyn the arum’s flower structure, a U.S. Their rise in popularity should not stations. The wheels on a discovery cart Botanic Garden, pollinator-blossom matching game, a be dismissed as a mere symptom of make it convenient to move outside USA) selection of potted aroid relatives, and this country’s love affair with anything during visiting hours and bring indoors on wheels. Rather, their adaptability, overnight, or to place near a special affordability and, yes, mobility make display and relocate once the season interpretive carts a winning solution to has passed. Discovery carts are most meet a wide range of educational effectively used with a live educator to goals. Discovery carts enable connect people passing by with educators to interpret a special feature information about plants, although they or event for their visitors by placing an can serve as a self-guided interpretive engaging activity or attractive display station. Your visitors will appreciate the right on the spot. In a garden setting, chance to handle and explore plants at where indoor spaces for the public may a cart in ways you’d probably prohibit be limited, carts can be an elegant yet among your permanent displays. inexpensive alternative to permanently installed exhibits. They are an easy way Before you start pounding nails to build to introduce interpretation at a new a new fleet of carts for your garden, you site, forming a foundation from which need to think through your specific other education programmes can grow. goals for each cart. Developing a The ease with which carts can be programme plan is the first step to

18 Roots • Vol 6 (1) • 18-19 successfully launching any new • one or more horizontal surfaces on education programme; all the more so, which to display plants and objects if it’s going to require building a physical or to serve as work surfaces for structure. What message or theme do hands-on activities (these should suit you wish to convey to visitors? Will the the height of your audience). cart be used exclusively in a particular • Secure, out of view storage for section of your garden, or will it be free programme materials (often bundled ranging on your grounds? Defining the in containers as topic modules). audience may be the most important • high quality wheels with brakes and part of this exercise. What ages do you a sturdy handle to push and steer. hope to serve? When do they visit the • changeable signage to display your garden and what do they typically do garden’s logo and the theme of the while there? Does your target audience cart. visit in small clusters of family and • for outdoor carts, a weatherproof friends, or large organised groups from finish and a canopy or umbrella for camps, schools, or garden clubs? shade or rain protection. • an attractive design that déroule avec succès, il faut tout Above: Next, you’ll need to consider the type complements your garden’s d’abord déterminer le message à Discovery carts of experience you’d like your audience aesthetic and is engaging to visitors. transmettre, le type de public ciblé, et need to be to have. Carts can serve as information • construction from durable materials le mode d’interprétation. Il est constructed stations where a knowledgeable that are easily cleaned and withstand également recommandé que le modèle from durable person answers questions about plants the inevitable bumps and dings et la structure du charriot soient basés materials, have and gardening. They can be set up against doorframes and signposts sur des facteurs d’ordre pratique, tels wheels, brakes with attractive, informative, yet static (avoid protruding parts that will catch que l’espace disponible et les and a handle to displays. They can be activity centres or break off). conditions dans lesquels il sera utilisé, push and steer, where children or adults explore plants la possibilité de déplacement, et horizontal using their five senses or scientific Whether built by on-site staff, l’adaptabilité à de nouvelles utilisations surfaces on tools. These functions are closely tied volunteers, or professional exhibit futures. which to display to the physical construction of the cart, designers, discovery carts are usually plants and out- so it’s crucial to start with a clear custom-made for the needs of the of-view storage educational objective in mind, then organisation. Pitfalls to avoid are Resumen area for build the cart to support it. building overly large carts that are too programme heavy to move or too wide to fit Los carritos de descubrimiento son materials Another key element to include in a through doorways, using materials that modalidades móviles de interpretación (Marilyn Smith, programme plan for carts is how they cannot be repaired by in-house comúnmente utilizadas en centros de Brooklyn will be staffed. Who will create lessons maintainers, and designing storage educación informal a lo largo de los Botanic Garden, and materials, manage supplies and spaces that are highly customised to Estados Unidos. Desarrollar estos USA) arrange for maintenance when very specific supplies. One caveat to carritos es relativamente sencillo y no necessary? Who will interact with the keep in mind is that no matter how well muy costoso. Una vez construido, el visitors when the carts are in use? you plan them, the carts you build carrito se puede fácilmente cambiar Many gardens successfully use today will likely be used in ways you para interpretar nuevos temas – volunteers as interpretive educators for never imagined over the course of their característica de gran utilidad para los their carts. This can be a tremendously lifespan. So even after developing a jardines botánicos cuyas colecciones satisfying assignment for volunteers programme plan, it’s wise to construct de plantas vivas están en constante who enjoy interacting with people and carts with that unknown future in mind. cambio. Un programa exitoso empieza want to dive into a job where they’ll con la planeación del mensaje a learn a lot of new information. But transmitir, la audiencia y el método someone on staff will need to train and Résumé interpretativo. El diseño y construcción schedule the volunteers and recruit del carrito debe tomar en cuenta new ones when needed. At Brooklyn Les charriots découvertes sont des aspectos prácticos como el espacio Botanic Garden, highly trained teens in postes d’interprétation mobiles qui disponible, en qué condiciones se the third year of our Garden Apprentice sont fréquemment utilisés dans les utilizará, facilidad de movimiento, ya Program are the workforce behind our lieux de diffusion du savoir informel adaptabilidad para nuevos usos en el discovery carts. Of course, the aux Etats-Unis. La création de ces futuro. availability of staff or volunteers will charriots est relativement simple et peu need to align with the times your target coûteuse. Une fois construit, un Marilyn Smith audience is likely to visit. charriot peut facilement être modifié en Director of Children’s Education vue d’interpréter de nouveaux sujets, Brooklyn Botanic Garden Although flexibility is the hallmark of un aspect intéressant pour les jardins, 1000 Washington Avenue discovery carts, there are a few dont les collections de plantes vivantes Brooklyn, NY 11209 U.S.A. physical features that most interpretive changent constamment. Pour qu’un Email: [email protected] carts have in common: programme intégrant des charriots se Website: www.bbg.org

Roots • Vol 6 (1) 19 Il était une fois… Les pouvoirs du conte Había una vez… el poder del contar cuentos

Martin Clement

Once upon a time…. the power of storytelling

Summary Educators in South African Botanic Gardens have a rich storytelling tradition to draw upon, based on existing indigenous knowledge systems. The links between biodiversity and cultural diversity and the various ‘ways of knowing’ provide interpretation practitioners with an opportunity to develop meaningful action-based programmes that inspire visitors to regard issues relating to threatened species from a within the written text, tend to lose more personal perspective. The aim is to encourage a deeper sense of much of their oral testimony and place and care for one’s local environment. interpretive flavour and meaning. Nigerian poet, Niyi Osundare claimed that ‘”to utter is to alter” – his following Storytelling is a powerful interpretive medium that deserves greater poem is worth reading aloud: attention within environmental communication and botanic gardens education programmes. In this article we trace the development of ideas Grandma had a favourite saying from a number of assistant educators at the Durban Botanic Gardens who She said it till she was old and grey explore the use of local narratives as a means to bring alive new meanings She said it till which might also be incorporated into local interpretation practice. She breathed her last

“That land is never at peace”, She often stressed Striking a huge baobab tree, He Along with this plant diversity is a rich “Where a few have so much caused the animals to walk into the cultural diversity, with many people in And the rest have so little” light of day for the first time. As each the region still relying on local plants one appeared through a great rent in for their subsistence and daily There is enough corn the tree’s roots, He named it and livelihood needs (Van Wyk and Gericke, For all the chickens of the world gave it a place to live. Even though 2000). The richness in plant diversity of If only they peck with equal beaks He was assisted by Mantis, who was Southern Africa makes for a potentially And the fast tame their haste a super-being and the Creator’s rich cultural landscape with indigenous For the benefit of those left behind” helper, the animals took a long time knowledge systems that provide a to come out of the tree and be storied landscape that can be Niyi Osundare named. Last of all came man (San unlocked during the process of creation story, Greeves, 1988). meaningful interactive interpretation. Story is a powerful and provocative However, O’Donoghue and Neluvhalani medium that connects us intimately to As a place, Africa is a highly diverse (2002), note the preference for our place in the world, and ultimately continent: some 51 countries that are ‘indigenous knowing’ rather than the to our self identity. A story can be home to 810 million people who speak commonly used concept of ‘indigenous defined as an account of either a real over 800 languages (Norris, 2007). knowledge’, the latter tending to treat or fictitious sequence of events that A place that is rich in the tradition of knowledge as an ‘objective link together by means of plot, which is storytelling. At a regional level, commodity’ that has been divorced what makes the story move from Southern Africa for example has a rich from ‘the socio-historical contexts of beginning to end (Kock, 2003). From and unique plant flora comprising human meaning-making interaction’. an interpretation perspective, stories 30,000 species of flowering plants that Just as poetry is meant to be heard, serve to inform, enlighten and make up 10% of the world’s flora. oral traditions captured as knowledge transform our place-relation in the

20 Roots • Vol 6 (1) • 20-23 world. Story has the potential to place in the world is story-bound. Story, transform the practice of interpretation according to Terry Tempest Williams ‘is in botanic gardens into a provocative an affirmation of our ties to one another.’ and meaningful experience. Stories For Beck and Cable (2002) ‘The story evoke a response in us. They inspire must somehow relate to something and develop a sense of curiosity about within the personality or experience of their subject matter and the person the visitor…Furthermore, information, telling the story. as such, is not interpretation. The story offers revelation based upon ‘There is a wood, the canal, the information…the purpose of the river, and above the river the railway interpretive story is to inspire, to provoke and the road. It’s the first proper people to broaden their horizons.’ Hence country that you get to as you come within a group one will encounter a north out of Leeds, and going home range of stories or narratives that are on the train I pass the place quite rich learning resources for an interpretive often. Only these days I look. I’ve programme. been passing the place for years without looking because I didn’t Interpretation and the value of know it was a place; that anything story had happened there to make it a place that had something to do with ‘To assemble an effective story requires me (English playwright, Alan Bennet a great deal of research, thought, from Untold Stories).’ organisation, and care.’ (Beck & Cable, 2002). Story also assists in developing I am curious as to why Alan Bennet took a greater sense of ecological all those years to realise the place intelligence, helping us to develop a experience. This geography varies Above: significance of that bit of wood outside greater sense of environmental care. from person to person and evolves Storytelling has Leeds in the UK and what the turning The place connection that story and over generations. It includes songs, the potential to point was for him to consider its storytelling uncovers is perhaps best stories, jokes, poems, politics, works bring possible place value. This process of captured within the concept of ‘inner of art, sporting events, local loyalties, interpretation place discovery has been linked to geography’ as suggested by the late parochial enthusiasm – the entire alive (Durban experiences of play in nature as a child, Irish poet, Seán Dunne: paraphernalia of a particular place. Botanic Garden) an experience that helps to form long- It is more than that vague thing, the lasting attachments to significant green ‘There is a second type of spirit of place. It is a sense of life places and the potential for a greater geography which is harder to define. lived in a particular area, and of the sense of environmental care in later life. Each place contains its own version. way that life is expressed. According to writer Steven Koch It is an inner geography which is ‘Childhood is, in every sense, the cradle formed over a long period. It is a Educators have often disregarded the of narrative’. Our knowledge of our map shaped by memory, culture and value of place and story. ‘The importance of place in education has long been overlooked for a variety of Left: The links reasons. One is that we miss the between immediate and the mundane’ (Orr, 2005). biodiversity and cultural A broken connection with diversity landscape and our history has been provide a compelling factor in the modern interpretation mindset in which detachment practitioners seems to dominate over collective with an and meaningful interaction. Jeremy opportunity to Rifkin notes that in oral cultures develop action- closely tied to the land, most based language is stored in the mind, programmes wisdom is cherished above all else, (Durban Botanic and that by their very nature these Garden) cultures are intimate and sensual. (Beck & Cable, 2002)

As one educator and guide at the Durban Botanic Garden questioned ‘As an interpretator, when am I ‘storytelling’ and when am I simply sharing

Roots • Vol 6 (1) 21 information in an interesting manner?’ Stories can be seen as ‘hooks’ to recall important concepts, grab attention or to link differing ideas, concepts of issues together into a meaningful whole. ‘Good storytelling can assist in gaining new insights and it certainly makes the sharing of information both more enjoyable and memorable’ (Bubb, 2009, pers com ). Stories can be a great teaching tool. According to Frank Smith, the human brain is a narrative device that thrives on stories. We store knowledge in the form of stories which Right: are easier to recall than long lists of Story is a facts (Smith, 1988). For author Gordon powerful and Wells of The Meaning Makers , stories provocative provide an overt means to generate medium that shared understanding amongst connects us learners and educators. intimately to our place in the ‘In the field of co-intelligence, stories world (Durban are more than dramas people tell or Botanic Garden) read. Story, as a pattern, is a powerful way of organising and sharing individual experience and Development (UNDESD) highlighted the provocative medium for interpretation, exploring and co-creating shared need for creativity and critical thinking needs to be handled sensitively with realites. It forms one of the within environmental and sustainability consideration for the group involved in underlying structures of reality, education practice (Lotz-Sisitka, 2006). the particular interpretation programme. comprehensible and responsive to The role of story provides an evocative Will the story be an improvement on the those who possess what we call bridge for both critical thinking and overall interpretive experience, will it narrative intelligence. Our psyches creativity in a nature-culture divided capture attention? A good knowledge and cultures are filled with narrative world, one in which we might become of the group should help to determine fields of influence, or story fields, more ecologically in tune. Ecological which stories are appropriate and the which shape the awareness and intelligence is not speech. It is an act. ideal manner in which they should be behavior of the individuals and An act of weaving and unweaving our communicated. On a recent workshop collectives associated with them. reflections of ourselves on Earth…’ guided programme with a group of (Atlee, 2009) (McCallum, 2005). We are currently guides from the Durban Botanic Garden faced with the challenge of moving it was noted that evocative descriptions Uncovering ‘nature’ through beyond environmental awareness to of selected flagship indigenous species, story action. The use of story as an one in particular being the Baobab tree, interpretive aid helps to access the provided the possibility for sensory In story we uncover the landscape. In head, heart and hands within education experiences that invited memories of sharing stories we share ourselves and programmes in botanic gardens. A previous encounters with the tree. This meanings that we hold dear; meanings garden is full of meaning and narrative in turn led to stories that related to the that are connected to our memories and with a history in its own right, with common names of other indigenous subjective interpretation of the world multiple layered personal and collective plants. The following account is told by around us. The sociologist, Raymond perspectives. Stories help us uncover one of our guides, Thabo Zulu, about Williams, described ‘nature’ as perhaps this and engage in the richness of plant the meaning of a local indigenous tree the most complex word in the English collections. Umzimbeet ( Milletia grandis ), often language that is largely socially grown as a popular garden subject: constructed and tied up with our norms Storytelling: an improvement and values and histories; commodified on silence? Thabo: The first black South African and layered, within land that is television broadcaster who was transformed into landscape. The Welsh ‘There is not a culture in the world that known to give himself ‘big names’, poet David Whyte claims that ‘Though does not have myths, legends or also gave himself the name we profess to love nature, we like it fairytales explanations, no matter how Umzimbeet, which is also the name packaged according to our human fantastic, of the origins of the world an for good quality sticks… but also a desires. We do not look too hard at the of life, of heroes and villains, of how we genuine strong person. There is no world for fear of what we will find there’. ought to behave and how not to’ literal meaning; [the tree] is A recent review of the United Nation’s (McCullum, 2005:23). The use of associated with strength and Decade of Education for Sustainable storytelling, while a powerful and genuineness.

22 Roots • Vol 6 (1) The above workshoping of storied ¬ McCallum, I (2005) Ecological de vue plus personnel. L’objectif est de ideas about plant names and how they Intelligence Rediscovering Ourselves stimuler un sens plus profond came to be is a rich resource for in Nature , Africa Geographic, Cape d’appartenance et d’attention vis-à-vis developing more in-depth interpretive Town de son environnement local. stories that can be worked into thematic interpretive programmes ¬ Norris, S. (2007) Africa Our Home . Le conte est un puissant moyen where appropriate. storytelling has the Siren Conservation Education and d’interprétation qui mérite d’être exploré potential to bring interpretation alive for Tusk Trust davantage dans le domaine de la the visitor, to connect key biodiversity communication environnementale et les conservation issues to everyday life ¬ O’Donoghue, R. & Neluvhalani programmes éducatifs des jardins and assist in breaking down the (2002) Indigenous Knowledge and botaniques. Dans cet article, nous nature-culture divide. the School Curriulum: A Review of suivons le déploiement d’idées Developing Methods and provenant de plusieurs animateurs ‘Stories that instruct, renew, and Methodological Perspectives in adjoints du Jardin botanique de Durban, heal provide a vital nourishment to Environmental Education, Ethics & qui étudient l’utilisation de récits locaux the psyche that cannot be obtained Action in Southern Africa . Creda: pour raviver de nouveaux sens pouvant in any other way. Stories…provide Pretoria éventuellement aussi être intégrés dans all the vital instructions we need to les pratiques d’interprétations locales. live a useful, necessary, and ¬ Orr, D.W. (2005) Place and unbounded life – a life of meaning, Pedagogy in Ecological Literacy a life worth remembering.’ (Clarissa Educating Our Children for a Resumen Pinkola Estes) Sustainable World . Sierra Club: San Francisco Los educadores de los Jardines References Botánicos Sudafricanos tienen una ¬ Smith, F. (1988) Understanding importante tradición de cuenta cuentos ¬ Atlee, T (2009) The Co-Intelligence Reading . Hillsdale: New Jersey centrada en los saberes indígenas. Institute, www.co-intelligence.org/I- La relación entre la biodiversidad y la powerofstory.html accessed 24 ¬ Van Wyk, B. & Gericke, N. (2000) diversidad cultural, y las diversas March 2009 People’s Plant’s: A Guide to Useful “formas de saberes” proporcionan una Plants of Southen Africa . Briza: oportunidad a los practicantes de la ¬ Beck, L. & Cable, T. (2002) Pretoria interpretación para desarrollar Interpretation for the 21st Century: programas activos llenos de significado Fifteen Guiding Principles For ¬ Wells, G (1987) The Meaning que inspiren a los visitantes a Interpreting Nature and Culture . Makers: Children Learning Language comprender aspectos relacionados con Sagamore: Illinois, USA and Using Language to Learn , especies amenazadas desde una Hodder Arnold H&S, New York, USA persectiva más personal. La meta es ¬ Bennet, A. (2005) Untold Stories . promover tanto un sentido de Faber and Faber: London ¬ Whyte, D. (2001) Crossing the pertenencia más profundo como un Unknown Sea Work As a Pilgrimage mayor cuidado por el ambiente local. ¬ Clarissa Pinkola Estes (1993) The of Identity . Riverhead: New York Gift of Story: A Wise Tale About La actividad de cuenta cuentos es un What is Enough , Ballantine Books, Thanks to the assistant educators of medio interpretativo muy poderoso que USA the Durban Botanic Gardens for their merece una mayor atención en los input and ideas on the use of story and programas de comunicación y ¬ Dunne, S. (Ed.) (1999) The storytelling as an interpretive method. educación ambiental de los jardines Anthology . Gill & Macmillan, Ireland botánicos. En este artículo presentamos el desarrollo de ideas de varios de ¬ Greeves, N. (1988) When Hippo Was Résumé nuestros asistentes de educación del Hairy And Other Tales From Africa . Jardín Botánico de Durban quienes New Holland: Cape Town Les animateurs des jardins botaniques exploran el uso de narraciones locales d’Afrique du Sud peuvent recourir à como un medio para darle vida a nuevos ¬ Kock, S. (2003) The Modern Writer’s une riche tradition du conte, significados que puedan incorporarse en Workshop: a Guide to the Craft of s’appuyant sur des systèmes de la práctica interpretativa local Fiction. The Modern Library: New savoirs autochtones existants. Les York relations entre biodiversité et diversité Martin Clement culturelle et les différents « modes de Education Officer ¬ Lotz-Sisitka, H. (2006) Participating savoir » donnent aux professionnels de Durban Botanic Garden in the UN Decade of Education for l’interprétation l’occasion de mettre en 70 St Thomas Rd, Sustainability: Voices in a southern place des programmes d’action Durban, South Africa African consultation process. marquants, qui cherchent à encourager Web Site: www.durbanbotanic Southern African Journal of le public à considérer les questions gardens.org.za/ Environmental Education . 23, 10-33 liées aux espèces menacées d’un point Email: [email protected]

Roots • Vol 6 (1) 23 Exposition olympique : la valorisation du travail des jardins botaniques Exibición Olímpica: promoviendo el trabajo de los jardines botánicos

Xiangying Wen

Olympic exhibition: promoting the work of botanic gardens

Summary Over 180 million people attended the Olympic Games in Beijing last year. This international sporting event provided an extraordinary opportunity for botanic gardens to showcase their work to to showcase the excellent work of visitors from all over the world. The World Botanic Garden Exhibition botanic gardens to visitors worldwide. The exhibition contained 70 individual was entitled ‘Homes for Plants. Gardens for Humans’ and was displayed panels from 25 countries, each with a at the Science and Technology Park, close to the Olympic Village, from 1 different story explaining the work of August to 8 November 2008. It was co-organised by Botanic Gardens botanic gardens, institutions, and Conservation International (BGCI), Popular Science Network of Botanic individuals involved in plant Gardens, Chinese Academy of Sciences (CAS) and Beijing Municipal Science and Technology Committee. This article describes the exhibition and its development.

The World Botanic Garden Exhibition began its life in early 2008. Plans and designs were drawn up and were assiduously developed, refined and implemented by the Exhibition Working Committee during the six months run- Right: up to the Olympics. This also involved Leaf display inviting and coordinating botanic cabinet at World gardens to participate in the exhibition Botanic Gardens and to supply text and photos about Exhibition their work. Competition was (Xiangying Wen, understandably high and the exhibition BGCI) was one of just 15 subprojects included within the Beijing Olympic Village Science and Technology Park. place at the end of June and the conservation and research. Other exhibition was very positively elements of the exhibition included two The Beijing Municipal Government acknowledged. It was officially opened seed display cabinets, two leaf display Group evaluated all subprojects at the to the public on 1st August 2008. cabinets and an interactive plant scent beginning of June. The World Botanic station where visitors could smell Garden Exhibition was one of only two The aim of the World Botanic Garden different oils and perfumes derived from subprojects to pass the first project Exhibition was to highlight the beauty fragrant plants. Interesting living plants evaluation. A final evaluation took and the value of plant biodiversity and (mainly medicinal plants) were also

24 Roots • Vol 6 (1) • 24-25 positioned throughout the area and a very large (5.5m x 7.5m) LCD screen, playing videos, provided by various gardens, was strategically placed to draw visitors in from a distance.

Close to the main exhibition area was the living plants display and exit area. This provided a welcome open green space where visitors could wander after viewing the exhibit and enjoy the 30 Left: rare and interesting species of plants. Thousands of An acknowledgement panel was placed seeds on at the exit listing the organising display in the institutions and participating parties. exhibition area showing the The preparation and delivery of the amazing World Botanic Garden Exhibition diversity of involved over eight months of hard plant life work. Was it worth it? Although there (Xiangying Wen, was no formal evaluation, we were BGCI) delighted by the response of the many visitors. The exhibition was open for Parc des sciences et des technologies, Left: Map of just nine weeks (to include the Olympics situé à proximité du village olympique, exhibition and the Paralympics) but it provided a du 1er août au 8 septembre 2008. location in unique opportunity to engage with Elle était co-organisée par le Botanic relation to the people about the critical work of botanic Gardens Conservation International Olympic gardens in plant conservation. (BGCI), le Jardin botanique de National l’Académie chinoise des sciences Stadium ‘Bird (ASC) et le Comité municipal des Nest’ and Résumé sciences et technologies de Pékin. Acquatic Centre Cet article décrit l’exposition et ses ‘Water Cube’. Plus de 180 millions de personnes développements. (Xiangying Wen, étaient présentes aux Jeux olympiques trabajo a los visitantes de todas partes BGCI) de Péquin l’année dernière. Cet del mundo. La exhibición del Jardín événement sportif international a Resumen Botánico se llamó ‘Casa para las représenté pour les jardins botaniques plantas. Jardines para el ser humano’ une opportunité extraordinaire de Más de 180 millones de personas y fue exhibida en el Parque de la montrer leur travail aux visiteurs du atendieron los Juegos Olímpicos en Ciencia y Tecnología, cerca de la villa monde entier. L’exposition sur les Beijing el año pasado. Este evento Olimpica, desde el 1º. de Agosto al 8 jardins botaniques, intitulée « Des deportivo internacional representó una de septiembre del 2008. La exposición maisons pour les plantes. Des jardins extraordinaria oportunidad para que los fue co-organizada por Conservación pour les hommes », a été présentée au jardines botánicos mostraran su Internacional de Jardínes botánicos (BGCI), Jardines Botánicos de la Academia China de Ciencias (CAS) y el Comité de Ciencia y Tecnología del municipio de Beijing. Este artículo describe la exhibición y su desarrollo.

Xiangying Wen Left: The China Projects Officer exhibition BGCI contained 70 South China Botanical Garden individual 723 Xingke Rd. Tianhe District panels from 25 Guangzhou, Guangdong 510650 countries, each China with a different Email: [email protected] story explaining the work of For more details about the botanic exhibition please visit: gardens. http://www.bjkw.gov.cn/n1143/n1240/n (Xiangying Wen, 1390/n1795/6236216.html BGCI)

Roots • Vol 6 (1) 25 Mise en œuvre de la SMCP en 10 étapes Implementando la GSPC en 10 pasos

Louise Allen, Karoline Friedrich, Iris Kiefer, Wolfram Lobin, Cornelia Löhne, Marliese von den Driesch, Junko Oikawa Implementing the GSPC in 10 steps

Summary Most of us working in botanic gardens are aware of the Global Strategy for Plant Conservation (GSPC). Legally adopted in 2002 by all governments that are signatories of the Convention on Biological Diversity, the GSPC provides us with a framework for actions to bring about plant conservation, sustainable use, benefit-sharing and capacity-building at global, regional, national and local levels with the ultimate goal of halting the loss of plant diversity.

However, despite gardens knowing about this important strategy, many The University of Oxford Botanic are still questioning what they can actually do to contribute to its Garden, located in the heart of Oxford, UK, houses a national reference implementation. This article looks at how the University of Oxford collection of 7,000 different types of Botanic Garden in the UK and the University of Bonn Botanic Gardens in plants. Concerned about maximising Germany have successfully overcome this dilemma and put into practice its contribution to the GSPC, the programmes that implement and promote awareness of the GSPC and garden initiated a 10 step approach celebrate each garden’s work towards achieving the GSPC’s 16 targets. with its staff and trustees to promote and embed the GSPC within its five year plan. This approach has now been refined and is presented below 3 Run a training session for your staff for other gardens interested in on the GSPC explaining what your Target 3 examining how their institution can garden is doing to achieve the (Oxford Botanic Garden) contribute to the GSPC. GSPC. BGCI’s bookmarks outline all 16 of the targets and are a valuable One of the plants we have been Ten steps to implementing the resource for this type of training actively conserving at Oxford for GSPC session. the last decade is Euphorbia stygiana . Having successfully 1 Read the GSPC and identify the 4 Run a training session for your introduced this plant into cultivation targets. Although the 16 targets are trustees/board of management on it was just as important that we buried inside the document, it is a the GSPC and ask your trustees to published how we did this so that strategy about plants that needs to sign up your institution to the other botanic gardens could use be implemented by botanic GSPC. our experiences as a model. gardens. It is therefore essential that the GSPC is read in full. 5 Include a report on what your garden is doing towards the GSPC 6 Place the GSPC at the centre of 2 After identifying the targets carry out within your annual report, include it your five-year plan and thus your an audit of what your garden is on your website, write an article for fundraising efforts, using the GSPC already doing to achieve each your friends newsletter or your local to raise money for your garden to target. newspaper. implement the 16 targets.

26 Roots • Vol 6 (1) • 26-28 7 Use the GSPC as a basis for guided tours for students and adult visitors and a school programme for children. Examples of similar programmes at the University of Oxford Botanic Garden include Where in the World? and Living in a Changing World.

8 Arrange a series of seasonal festival days or weekends working with local plant conservation organisations celebrating local plant conservation.

9 Create a trail for visitors using the 16 GSPC targets for each of the Left: Panel stops. The information collected illustrating the when carrying out your audit of work of Bonn what your garden is already doing Botanic Garden will be invaluable in creating such in Target 5 of a trail. The leaflet produced at the the GSPC University of Oxford Botanic Garden (protection of is entitled 50% of the Saving the most important World’s Flora . areas for plant This was simply diversity written and put assured) (Junko together with Oikawa) related colorful photos. The Far left: booklet has Target 8 Target 7 Saving the been distributed (Oxford Botanic Garden) (Bonn Botanic Gardens) World’s Flora, a widely and it self-guided trail can also now be Botanic gardens already grow 30% The last remaining specimens of interpreting the downloaded from the Garden’s of threatened plant species and Whitish hair-grass ( Corynephorus work of the website (http://www.botanic- this Araucaria araucana is one canescens ) were collected in the University of garden.ox.ac.uk/Events/obg-events- example but we are keen to nature conservation area, Oxford Botanic flora-guide.html). increase the number of threatened Tannenbuscher Düne and Garden in all 16 plant species that we grow within propagated in the Botanic targets of the 10 Look beyond what you are currently the Garden. One example of this is Gardens. Working together with the GSPC. doing, carry out an environmental our work with the Conifer Biostation Bonn (one of 40 nature (University of audit of your organisation and Conservation Programme at the conservancy institutions in North- Oxford Botanic identify what else you could do to Harcourt Arboretum where the Rhine-Westphalia), a species Garden) implement the GSPC. Examples Arboretum acts as a safe site for recovery project has been carried include opting to only use FSC endangered conifers. out. Eutrophic soil was removed, (Forestry Stewardship Council) all weeds such as robinia were timber, never using air travel if it is taken out and Whitish hair-grass possible to travel by rail, extending These educational materials were was successfully introduced to the your site to include an in-situ launched at the time of the 9th site. Today, thousands of conservation project and hosting Conference of the Parties (COP) to the specimens of this plant species are BGCI’s next International Congress Convention on Biological Diversity growing there. on Education in Botanic Gardens. (CBD), which was held in Bonn in May 2008. During the two week conference, Following the example of the University the Gardens were one of the main local Staff in both Oxford and Bonn botanic of Oxford Botanic Garden, the biological institutes. They ran a range gardens confirm that this practical University of Bonn Botanic Gardens, of activities and programmes, but the approach is simple, easy and cost located in the centre of the city of one outstanding effort was to offer effective to implement. The approach Bonn, published a similar self-guided lunchtime guided tours in several helps you to appreciate what the trail together with 16 interpretation languages, themed on the GSPC. garden is already doing in plant panels demonstrating and promoting The tours were offered everyday to conservation, and identify where the the practices of Bonn Botanic Gardens CBD delegates as well as to the gaps in conservation efforts are. In in relation to each target of the GSPC. general public. essence what you need is enthusiasm

Roots • Vol 6 (1) 27 and commitment from your team of signataires de la Convention sur la Junko Oikawa staff and not to be afraid of the diversité biologique, la SMPC nous BGCI Japan programme Convention on Biological Diversity! apporte un cadre d’actions pour mettre coordinator (until Dec 2008) now en avant la conservation du végétal, freelance consultant on son utilisation durable, le partage des horticulture, plant conservation Target 9 bénéfices et la capitalisation de and botanic gardens (Bonn Botanic Gardens) compétences au niveau local, national, Sürst 13 régional et mondial, avec pour objectif Rhinbach D-53359 The University Botanic Gardens ultime de stopper la perte de la Germany cultivates collections of economic diversité végétale. Email: [email protected] plants of the Bonn region. We aim to conserve our locally grown Cependant, bien que nous soyons Louise Allen economic plant diversity and to informés de cette stratégie importante, Curator make the local community aware of de nombreux jardins se demandent University of Oxford Botanic Below: Panel their local treasure. We raise encore comment ils peuvent Garden illustrating the awareness about these cultivars concrètement la mettre en œuvre. Cet Rose Lane work of Bonn and make seeds available. The article expose la façon dont le Jardin Oxford Botanic Garden Botanic Gardens contribute botanique de l’Université d’Oxford, au UK in Target 2 of towards the conservation of the Royaume-Uni, et le Jardin botanique Email: [email protected] the GSPC (a local and traditional knowledge of de l’Université de Bonn, en Allemagne, Website: www.botanic- preliminary regional economic plants. ont surmonté ce dilemme avec succès, garden.ox.ac.uk assessment et comment ils ont développé des of the programmes qui mettent en œuvre et Karoline Friedrich, Iris Kiefer, conservation expliquent la SMPC au grand public, Wolfram Lobin, Marliese von den status of all Résumé tout en valorisant le travail effectué par Driesch known plant les jardins pour atteindre les 16 University of Bonn Botanic species, at En tant que professionnels des jardins objectifs. Gardens national, botaniques, la plupart d’entre nous Meckenheimer Allee 171 regional and avons connaissance de la Stratégie Bonn international Mondiale pour la Conservation des Resumen D-53115 Germany levels) Plantes (SMCP). Adoptée légalement Web Site: www.botgart.uni- (Junko Oikawa) en 2002 par tous les gouvernements La mayoría de los que trabajamos en bonn.de jardines botánicos estamos conscientes de la Estrategia Global para la Cornelia Löhne Conservación de las plantas (GSPC). Botanic Garden and Botanical Legalmente adoptada en 2002 por Museum Berlin-Dahlem todos los gobiernos que han firmado la Koenigin-Luise-Strasse 6-8 Convención sobre la Diversidad Berlin D-14195 Biológica, la GSPC nos proporciona Germany una plataforma para realizar acciones Web Site: http://www.bgbm.org/ dirigidas a la conservación de las Email: [email protected] plantas, uso sostenible, repartición de beneficios y capacitación a nivel global, The authors from the Bonn Botanic regional, nacional y local con el objetivo Gardens would like to acknowledge de parar la pérdida de la diversidad de Markus Radscheit for his help with the plantas. English translation of the GSPC examples. Sin embargo a pesar de esta estrategia importante, muchos jardines aún todavía cuestionan lo que ellos pueden hacer actualmente para contribuir a su implementación. Este artículo busca ilustrar como el Jardín Botánico de la Universidad de Oxford en el Reino Unido y los Jardines Botánicos de la Universidad de Bonn en Alemania han resuelto este dilema y han puesto en práctica programas que implementan e interpretan la GSPC para el público general, así como también como celebran cada trabajo del jardín que se realiza para alcanzar las 16 metas.

28 Roots • Vol 6 (1) wwwhat’s the web got to do with us?

to get our own messages out to those with their public through podcasts, we want to influence and inform. One blogs, image uploading (using Flickr way is to develop new and exciting and other file-sharing platforms), on- initiatives ourselves. Another is to look line education programmes and video around and see what’s already out conferencing. So if you look up there in our global community, in terms January’s issue of E-update of good and best practice. The www.bgci.org/education/article/0558 corollary of this, of course, is that we you’ll see some superb illustrations of shouldn’t be shy of telling our gardens using podcasting and colleagues and the wider world about blogging strategies to raise awareness what we’re up to. and expand their education message.

It is genuinely hard to think of a world In our own back garden, as it were, A fascinating new trend sees gardens without the internet, so emeshed has it BGCI’s use of the internet has radically exploiting the Web’s potential for become in the very fabric of our daily re-ordered the way we work, individualising relationships with lives, yet it is barely 20 years since transforming our capacity as a visitors by enabling them to customise CERN scientist Tim Berners-Lee wrote networking organisation to garden tours online. Having organised the protocol for the World Wide Web. communicate with our membership the tour to meet their own Even more remarkable, perhaps, is the and other interest groups. BGCI’s requirements, visitors are able to speed with which the Web has GardenSearch database is just one download the relevant information to diversified and grown around the world example, incorporating a webpage for their ipods or mp3 players before to reach its current pre-eminence as all 2654 botanic gardens in the world, visiting the garden. Characteristically the dominant vehicle of communication with links wherever possible to the the concept is already being refined in the 21st Century. For the gardens’ own websites. and developed, with podcasters overwhelming majority of making their own alternative tours and organisations, participation in and Many other examples of good practice providing them online – see exploitation of the Web’s astonishing exist, with botanic gardens worldwide http://rodeworks.com//learn/make- potential is no longer optional. using websites to engage and interact your-own-podcast-museum-tour/

With the advent, in 2002, of so-called The virtual world of the Web remains a Web 2 models for information sharing restless and dynamic organism, with a and exchange, including Weblogs, RSS seemingly limitless capacity to innovate and social-networking sites, the new communications opportunities. capacity for user-generated and edited As educators with a vested interest in websites was massively enhanced, communicating it’s our responsibility to leading to what some have called the keep abreast of the latest greater democratisation of the Web. developments, looking always to see how we can exploit them to our The challenge for us, as botanic advantage and all the while sharing our garden educators, is to find ways of experience with others. harnessing the Web’s immense power

Roots • Vol 6 (1) • 29 29 Disponibles Recursos Resources

Resources Disponible Recursos

Books and Education Livres et programmes scolaires Libros y el plan de estudios Curriculum educativo

Conducting Meaningful Interpretation: Guide pratique pour une Llevando a cabo una valiosa A Field Guide for Success interprétation réussie interpretación significativa: una guía para el éxito This comprehensive book guides you Cet ouvrage très détaillé vous guidera through the theories, techniques and à travers les théories, techniques et Es un libro muy completo con teoría, strategies for effective interpretation, stratégies pour une interprétation técnicas y estrategias para una looking at the history of interpretation efficace, examinant l’histoire de la interpretación efectiva, a través de la and examining the future of the vulgarisation et l’avenir de la historia, la interpretación examina el profession. It includes tips on roving profession. Il comprend des conseils futuro de una profesión. Incluye pautas interpretation, presenting to special sur l’interprétation itinérante, les en la interpretación itinerante, groups, using audio visual equipment, présentations pour des groupes moldeado a grupos especiales, traditional campfire programmes, and spéciaux, l’utilisation d’équipement usando equipo audiovisual, much more. Conducting Meaningful audio-visuel, les programmes programas tradicionales de hogueras Interpretation is internationally relevant traditionnels de soirées autour d’un feu y mucho más. El libro es muy and is an excellent resource for guides de camp, etc. Ce guide pratique est elocuente en interpretación con and interpreters working in the natural intéressant pour toutes les régions du relevancia internacional y excelente environment. monde et sera un excellent outil pour para ser usado por guías e interpretes les guides et animateurs nature. que trabajan en un medio ambiente Carolyn Widner Ward and Alan E. natural Wilkinson, 2006, Fulcrum Publishing, Carolyn Widner Ward and Alan E. ISBN 1555915302. www.fulcrum- Wilkinson, 2006, Fulcrum Publishing, Carolyn Widner Ward y Alan E. books.com/ ISBN 1555915302. www.fulcrum- Wilkinson, 2006, Fulcrum Publishing, books.com/ ISBN 1555915302. www.fulcrum- Communicating sustainability: how books.com/ to produce effective public Communiquer sur le développement campaigns durable - Comment réaliser des Comunicando sustentabilidad: como campagnes publiques efficaces realizar campañas públicas efectivas This guide shows how the power of communication can be harnessed for Ce guide montre comment exploiter les Esta guía da a entender el poder que achieving the goal of promoting more outils de communication pour tiene la comunicación para lograr un sustainable lifestyles. Communicating promouvoir des styles de vie plus mejor estilo de vida sustentable. sustainability covers the myths and facts durables. « Communiquer sur le Comunicando sustentabilidad cubre of communications and suggests useful développement durable » traite des los temas de mitos y hechos de la resources, as well as offering hints on mythes et de la réalité en matière de comunicación, sugiere recursos útiles how to get the best out of communication et propose des para ello, asimismo ofrece pautas de communications agencies. It is aimed at ressources utiles, ainsi que des cómo lograr lo mejor de las agencias

30 Roots • Vol 6 (1) • 30-35 local and national governmental conseils pour utiliser au mieux les de publicidad. La guía es orientada a authorities as well as organisations, such agences de communication. Il las autoridades gubernamentales as botanic gardens, that are interested in s’adresse aux gouvernements, aux locales y nacionales, asimismo a otras developing and implementing public collectivités locales, ainsi qu’aux organizaciones como lo son Jardines awareness campaigns on environment organisations comme les jardins Botánicos, o instituciones interesadas and development issues. botaniques qui voudraient mettre au en desarrollar e implementar una point et lancer des campagnes de mayor conciencia publica en cuanto a Communicating Sustainability can be sensibilisation du public sur des sujets campañas para el medio ambiente y downloaded from the UNEP website liés au développement et à los temas de desarrollo. (www.unep.fr/scp/publications/details. l’environnement. asp?.id=DTI/0679/PA) Communicating Sustainability se puede For hard copies of the guide, contact «Communiquer sur le développement trasvasar [descargar] del sitio Web de Solange Montillaud-Joyel at durable» peut être téléchargé sur les la UNEP (www.unep.fr/scp/publications/ [email protected] sites Internet du PNUE details.asp?.id=DTI/0679/PA). (www.unep.fr/scp/publications/details. Para solicitar copias impresas, por A Greek Odyssey: Greek language asp?.id=DTI/0679/PA) favor contacte a Solange Montillaud- and culture trail in the Adelaide Pour un exemplaire papier, contactez Joyel - [email protected] Botanic Garden Solange Montillaud-Joyel : [email protected] Disponible Una Odisea Griega: el idioma griego The Greek community in Australia en français et en espagnol. y el sendero de cultura en el Jardín consists of around 400,000 people, Botánico de Adelaide about 2% of the total population. Une Odyssée Grecque: un sentier To reach out to this audience, the consacré à la langue et à la culture La comunidad griega en Australia Adelaide Botanic Gardens has set up a grecques au Jardin botanique consiste de aproximadamente 400 Greek Odyssey trail which includes an d’Adelaïde 000 gentes, que son un 2 % de la accompanying booklet to help Greek población actual. Para llegar a esta language students practise Greek while La communauté grecque d’Australie audiencia, el Jardín Botánico de learning about different aspects of compte environ 400 000 personnes, Adelaide ha hecho el sendero Odisea Greece’s history, culture and soit 2% de la population totale. Pour griega. Este consiste en un libro para environment. The trail is also intended s’ouvrir à ce public, le Jardin botanique ayudar a los estudiantes a practicar el to be used as part of a wider school d’Adelaïde a mis en place un sentier idioma griego a través de diferentes project that involves students writing «Odyssée grecque» en prévoyant un aspectos de la historia de Grecia, su and presenting their own version of a livret explicatif pour aider les étudiants cultura y medio ambiente. Este Greek Odyssey. en grec à pratiquer cette langue et à también se usa en las escuelas como s’informer de différents parte de un proyecto mas grande para aspects de l’histoire, de la que los estudiantes escriban y culture et de presenten su propia versión de una l’environnement de la ‘Odisea griega’. Grèce. Il est également prévu d’utiliser le parcours El libro tiene figuras tridimensionales, dans le cadre d’un projet las cuales se forman al abrir las scolaire plus large où les paginas, los mapas son en forma de étudiants doivent écrire et pergaminos enrollados, como lo eran présenter leur propre los antiguos mapas. Estos últimos version d’une Odyssée permiten que los estudiantes se grecque. orienten en el jardín como si ellos estuvieran viajando en Grecia, de esta Dans le livret est insérée manera los anima a localizar diferentes une carte qui se présente áreas importantes en el jardín que comme un rouleau ancien. previamente han sido marcadas con Cette carte permet aux etiquetas y títulos en griego. El libro étudiant de se déplacer contiene características, información y dans le jardin comme s’ils actividades recreativas para 14 voyageaient dans la Grèce diferentes plantas, las que están antique et les encourage à representadas en los senderos del localiser différents lieux du jardín, algunas de ellas son por jardin auxquels ont été ejemplo: Tejo europeo ( Taxus baccata ), attribués des noms ou des Laurel ( Laurus nobilis ) y albaca étiquettes en grec. On (Ocimum basilicum ), entre otras. trouve le long du parcours El sendero en el jardín y el libro son quatorze plantes una base excelente para llevar a cabo auxquelles le livret a su éxito de la Odisea Griega.

Roots • Vol 6 (1) 31 The booklet includes a pull-out cartoon consacre toutes sortes d’activités et Contacto: Loiza Karamanis, Steve style map in the form of an ancient d’informations (par exemple l’if ( Taxus Meredith et al., 2008, The State of scroll. This map allows students to baccata ), le laurier ( Laurus nobilis ) ou le South Australia, Departamento de find their way around the garden as if basilic ( Ocimum basilicum ). Le Educación y servicios para niños y el they were travelling through ancient parcours et le livret constituent une Jardín Botánico de Adelaide. Los Greece and encourages them to locate excellente base de départ pour libros pueden ser trasvasados different landmarks in the Garden that concevoir un parcours grec. [descargados]del sitio Web have been given Greek names or www.openaccess.edu.au (7mb). labels. Fourteen plants are featured Loiza Karamanis, Steve Meredith, et al., Para una versión impresa y un cartel de along the trail and the booklet is 2008, Etat d’Australie du sud, tamaño A2 (420 x 594 mm — 16.5 x packed full of activities and information Département de l’Education et Service 23.4 in), favor de enviar un correo about each one (eg. Yew ( Taxus Enfance et le Jardin botanique electrónico a Steve Meredith, baccata ), Bay Laurel ( Laurus nobilis ) d’Adelaïde. Le livret peut être [email protected]. Se and Basil ( Ocimum basilicum ). The trail téléchargé sur le site te cobrara un precio mínimo del costo and booklet offers an excellent www.openaccess.edu.au (7mb). Pour de la impresión y el correo postal. foundation for developing a Greek trail. une édition papier de qualité et une affiche en format A2, s’adresser par Exploradores etnobotánicos Loiza Karamanis, Steve Meredith, et al., courriel à Steve Meredith : 2008, The State of South Australia, [email protected]. Une Es una nueva unidad en el sistema Department of Education and somme modique sera demandée pour educativo que se imparte en las Children’s Services and the Botanic couvrir les frais d’impression et d’envoi. escuelas preparatorias a los Gardens of Adelaide. The booklets can estudiantes de etnobotánica, rama que be downloaded from the website Explorateurs ethnobotaniques estudia de la interacción entre la www.openaccess.edu.au (7mb). humanidad y las plantas medicinales. For a quality print edition and A2 «Explorateurs ethnobotaniques» est un El valor e importancia de la botánica se poster email Steve Meredith at nouvel élément des programmes presenta a través de lecciones [email protected]. scolaires destiné à enseigner aux interesantes, actividades en el salón de There will be a small charge to cover élèves du secondaire l’ethnobotanique, clases y un DVD. En ellas se incluyen printing and postage. à savoir l’étude des interactions entre conceptos básicos como el método les humains et les végétaux. científico y la identificación de plantas. Ethnobotany Explorers L’importance et l’utilité de la botanique sont mises en évidence par des cours, Los conceptos científicos centrales de Ethnobotany Explorers is a new des activités en classe et un DVD. Les Exploradores botánicos son la curriculum unit designed to teach high cours englobent également des notions anatomía vegetal, la diversidad y school students about ethnobotany, scientifiques fondamentales comme la ecología de las especies, aspectos que the study of how humans and plants reconnaissance des plantes et des pueden también ser combinados con interact. The importance and value of méthodes scientifiques. botany are presented through engaging lessons, classroom activities, and a Le DVD est une DVD. Lessons also include basic ouverture sur le monde science concepts such as plant de la recherche identification and scientific methods. ethnobotanique et permet aux élèves de The DVD serves as a window to the voir des ethnobotanistes world of ethnobotanical research and en action. Il montre des gives students a look at ethnobotany in équipes à Belize et aux action. It features ethnobotanist teams Etats-Unis, y compris in Belize and the United States, des scientifiques du including New York Botanical Garden Jardin botanique de scientists, plant collectors, and New-York, des graduate students collecting plants, as collectionneurs de well as interviewing traditional healers. plantes et des étudiants récoltant des plantes et Ethnobotany Explorers addresses interrogeant des central science concepts such as plant guérisseurs traditionnels. anatomy, species diversity, and ecology and can be combined with «Explorateurs other subjects including geography, ethnobotaniques» traite economics, social studies, and global de sujets scientifiques de studies. Initially designed for a high- base tels que l’anatomie school level audience, the programme des plantes, la diversité has been successfully implemented by des espèces et

32 Roots • Vol 6 (1) middle-school science teachers in pilot l’écologie, et peut être associé à otros temas como geografía, tests. The curriculum can also be used d’autres disciplines dont la géographie, economía, estudios sociales y in informal education settings such as l’économie, les sciences sociales et globales. after-school science clubs, botanic l’étude des questions mondiales. gardens, and nature centres. Initialement prévu pour un public de La idea fue inicialmente desarrollada lycéens, le programme a été adapté para el nivel de la escuela preparatoria, Ethnobotany Explorers, 2008, Glencoe, avec succès par des enseignants du debido al éxito del programa, éste fue the science education division of collège lors de tests pilotes. Il peut modificado para ser incluido como McGraw-Hill, ISBN 978-0-07-891486- également être utilisé dans le cadre prueba piloto con profesores de las 7. www.glencoe.com. Available only in d’activités périscolaires comme des escuelas secundarias. El programa the USA. clubs scientifiques, des jardins educativo es muy adecuado y puede botaniques ou des centres nature. ser utilizado de manera informal en The Environmental Food Crisis: The otros programas para clubes de Environment’s Role in Averting Ethnobotany Explorers, 2008, Glencoe, ciencia, jardines botánicos y centros Future Food Crisies Division d’éducation scientifique de de estudios para la naturaleza McGraw-Hill, ISBN 978-0-07-891486- A new report released by United 7. www.glencoe.com. Disponible Ethnobotany Explorers, 2008, Glencoe, Nations Environment Programme uniquement aux Etats-unis. División de ciencias educativas de (UNEP) warns that up to 25% of the McGraw-Hill, ISBN 978-0-07-891486- world’s food production may become La crise alimentaire et 7. www.glencoe.com. Disponible sólo lost due to environmental breakdown l’environnement: rôle de en los estados Unidos de América by 2050 unless action is taken. The l’environnement dans la prévention report provides the first summary by de futures crises alimentaires La crisis medioambiental de los the UN of how climate change, water alimentos: reglas medioambientales stress, invasion pests and land Selon un nouveau rapport publié par le para evitar de una crisis futura de degradation may impact world food Programme des Nations Unies pour alimentos. security, food prices and life on the l’Environnement (PNUE), près du quart planet and how we may be able to de la production vivrière mondiale En un nuevo reporte dado por el feed the world in a more sustainable risque d’être perdu à cause de la programa del medioambiente de las manner. dégradation de l’environnement d’ici Naciones Unidas se predice para el 2050 si rien n’est fait. Le rapport año 2050, que de no ser tomadas UNEP, 2009, ISBN 978-82-7701-054-0, fournit le premier résumé de l’ONU sur medidas adecuadas, hasta el 25 % de paperback 104pp, $US25. Earthprint l’effet du réchauffement climatique, du la producción mundial de alimentos Limited, P O Box 119, Stevenage, manque d’eau, des invasions de puede perderse debido a un colapso Hertfordshire SG1 4TP, UK. nuisibles et de la dégradation sur la ambiental. En este reporte se resume www.earthprint.com sécurité alimentaire dans le monde, le como el cambio climático, escasez de agua, invasión de plagas y degradación de suelos pueden crear un impacto negativo en la producción segura de alimentos, costo de los mismos y vida en el planeta; también se resumen alternativas de cómo se puede promover la producción de alimentos en la tierra de una manera más sustentable.

UNEP, 2009, ISBN 978-82-7701-054-0, edición rustica 104pp, $US20. Earthprint Limited, P O Box 119, Stevenage, Hertfordshire SG1 4TP, UK. www.earthprint.com

Sitios Web

http://cpd.conted.ox.ac.uk/env/ Las bases de la predicción climática

Las bases de la predicción climática es un CD-ROM que trata las preocupaciones futuras del medioambiente. Por medio del uso de actividades interactivas, los niños

Roots • Vol 6 (1) 33 Websites prix des denrées et la vie sur terre, et establecen parámetros de las sur les moyens de nourrir le monde predicciones y las extienden http://cpd.conted.ox.ac.uk/env/ d’une manière plus durable. [extrapolan] en su desarrollo. El CD- The Basics of Climate Prediction ROM finaliza con algunas predicciones UNEP, 2009, ISBN 978-82-7701-054-0, climáticas. Los niños pueden dibujar The Basics of Climate Prediction is a livre de poche 104pp, $US20. una imagen alarmante sí nosotros new CD-Rom looking at the Earthprint Limited, P O Box 119, decidimos continuar con los altos importance of climate prediction and Stevenage, Hertfordshire SG1 4TP, UK. niveles de producción de emisiones a the worrying outlook for the future. www.earthprint.com partir del consumo de hidrocarburos Using interactive activities, children can fósiles, pero se les muestra, que sí set the parameters of the predictions Sites Internet nosotros decidimos hacer cambios, and watch them unfold. The CD-Rom entonces los niveles pueden ser finishes with some climate predictions http://cpd.conted.ox.ac.uk/env/ reducidos. Este es un diseño simple for the future. They paint a pretty dire Les fondements de la prévision para mostrar y dar a entender el tema. picture if we continue with the high climatique El CD-ROM puede trasvasarse levels of fossil-fuel emissions but show [descargarse] directamente del sitio that if we are able to make changes «Les fondements de la prévision Web que se anota a continuación, then the level of change will be much climatique» est un nouveau CD-Rom alternativamente, puedes obtener una lower. A well laid out simple teaching qui montre l’importance des prévisions copia impresa gratis, sí la solicitas a: resource. The CD-Rom can be directly climatiques et les inquiétantes downloaded from the website or you perspectives qui se profilent pour http://www.eol.org/ can order a free hard copy. l’avenir. A travers des activités Enciclopedia de la Vida interactives, les enfants peuvent fixer http://www.eol.org/ les paramètres des prévisions et en La enciclopedia de la vida (EOL) es un Encyclopaedia Of Life observer l’application. Le CD-Rom proyecto colosal en el que se organiza présente en conclusion quelques y se pone a disposición en la Internet The Encyclopedia of Life (EOL) is an prévisions climatiques. Elles toda la información acerca de la vida ambitious project to organise and dépeignent un bien triste tableau pour en el planeta – abarca animales, make available via the Internet virtually le cas où les fortes émissions liées aux plantas, bacterias y virus. Cada all information about life present on combustibles fossiles se poursuivraient, especie tiene una sección propia con earth - from animals and plants to mais montrent que si nous arrivons à una imagen, mapa de distribución e bacteria and viruses. Each species modifier nos comportements, le información bastante completa en la has its own page with photos, changement sera nettement moindre. que se incluyen estados de distribution maps and a wealth of Un outil d’enseignement simple et bien conservación y amenazas para la information including the conservation conçu. Le CD-Rom peut être sobrevivencia de las mismas. status and threats to its survival. The directement téléchargé depuis le site ou La enciclopedia es un trabajo aún en encyclopaedia is a work in progress so commandé gratuitement. desarrollo, entonces existen huecos you will find information lacking for less para especies menos comunes; esto, common species but this could be http://www.eol.org/ a la vez, abre la oportunidad a your chance as the site is looking for Encyclopédie de la vie contribuyentes potenciales para contributors. The site is also completar poco a poco la developing an interactive tree of life “L’Encyclopédie de la vie” est un enciclopedia. Al momento, se that will highlight the evolutionary links ambitieux projet visant à organiser et à encuentra en desarrollo un árbol de la between species. communiquer sur Internet quasiment vida, en el cual se tendrán disponibles toutes les informations sur la vie los posibles lazos evolutivos entre las http://www.neweconomics.org/gen présente sur terre – des animaux et especies. New Economics Foundation (nef) des végétaux aux bactéries et aux virus. Chaque espèce a sa page avec http://www.neweconomics.org/gen Nef is an independent organisation des photos, des cartes de répartition Nueva fundación de economía (nef) carrying out research and advocacy to géographique et une mine de demonstrate and inspire economic renseignements, notamment sur son Nef es una organización independiente well-being. Its aim is to improve the état de conservation et son degré de que lleva a cabo investigación para quality of life by promoting innovative régression. L’encyclopédie est en mostrar e inspirar el desarrollo en solutions that challenge mainstream cours de réalisation: elle ne contient defensa del bienestar económico thinking on economic, environmental pas d’informations sur certaines des humano. Su meta es mejorar la calidad and social issues. Nef has a centre for espèces les moins courantes, ce qui de vida por medio de soluciones que well-being and has included a great donne à chacun l’occasion d’apporter pueden afrontar las corrientes deal of information about this on its des contributions. Un arbre de vie dominantes de hoy en día en aspectos website which is worth exploring. For interactif qui montrera les liens entre económicos sociológicos y example, it sites five evidence-based les espèces dans l’évolution est ambientales. ways to well-being – connect, be également en cours d’élaboration. active, take notice, keep learning and

34 Roots • Vol 6 (1) give. It also includes ‘The Happy http://www.neweconomics.org/gen Nef tiene un centro de desarrollo un Planet Index: An index of human well Nouveaux fondements de l’économie nodo de información muy amplio en la being and environmental impact’ which (nef) Internet que vale la pena consultar y can be downloaded. This report navegar. Por ejemplo, se dan 5 examines what it means to be happy, Nef est une organisation indépendante alternativas de consulta: evidencia en taking into account ecological qui effectue des travaux de recherche et hechos para el bienestar – conexiones- efficiency. It also highlights the de sensibilisation pour promouvoir et ser activo, continúe notando importance of social networks and inspirer le bien-être économique. Son [observando], manténgase aprendiendo community as a major contributor to objectif est d’améliorer la qualité de la y dando [evidence-based ways to well- individual well-being, which botanic vie en proposant des solutions being - connect, be active, take notice, gardens could use to justify their work innovantes qui battent en brèche les keep learning and give]. También in education and community outreach. idées courantes sur des questions incluye, el Índice para un planeta feliz: d’économie, d’environnement et de índice para el bienestar humano y el http://www.wordle.net/ société. Nef a un centre consacré au impacto medioambiental. [ ‘The Happy Wordle bien-être, et présente de nombreuses Planet Index: An index of human well informations à ce sujet sur son site qui being and environmental impact’]. Los Wordle is a terrific toy for generating mérite d’être exploré. Il cite par exemple materiales se pueden trasvasar ‘word clouds’ from text that you cinq manières éprouvées de parvenir au [descargar] fácilmente. La información provide. The clouds give greater bien—être : s’associer, être actif, analiza el aspecto ‘el ser feliz’ a través prominence to words that appear more observer, continuer à apprendre et de la eficiencia ecológica. Se hace frequently in the source text. You can donner. Il comprend aussi l’ « Index hincapié en la importancia de las redes tweak your ‘clouds’ with different fonts, Planète Heureuse : index du bien-être sociales y las comunidades como los layouts, and color schemes and the humain et de l’impact environnemental » mayores contribuyentes al bienestar de images created can be used for a qui peut être téléchargé: ce rapport vida individual, todo esto puede ser variety of activities, including souligne l’importance des réseaux usado en educación tanto en los powerpoints presentations. sociaux et de la communauté pour le jardines botánicos como en los cursos bien-être individuel, aspect que les a larga distancia. http://www.evergreen.ca/en/index.html jardins botaniques pourraient mettre à Evergreen profit pour justifier leur travail éducatif et http://www.wordle.net/ social. Wordle Evergreen is a not-for-profit organisation that aims to make cities http://www.wordle.net/ Es un juego fantástico para formar more livable by deepening the Wordle ‘nubes de palabras’ a partir de un texto connections between people and que tú propones. Las nubles dan nature, and empowering Canadians to Wordle est un jeu incroyable pour mayor importancia, o hacen resaltar las take a hands-on approach to their produire des « nuages de mots-clés » palabras que aparecen mas urban environments. The website à partir d’un texte que vous fournissez. frecuentemente en el texto original. contains a host of resources offering Les «nuages» mettent en relief les mots De esa manera, tú puedes retorcer plenty of ideas for learning outside the qui apparaissent le plus fréquemment (pellizcar) tus nubes con diferentes classroom. You can also join the dans le texte source. Vous pouvez fuentes, diseños, diagramas o colores Evergreen discussion forum where you modifier les «nuages» avec différentes para ser usadas en varias actividades, can post questions, comments and polices, mises en page et couleurs. Les como por ejemplo, en presentaciones documents. images produites peuvent être utilisées de PowerPoint. pour différentes activités dont des présentations PowerPoint. http://www.evergreen.ca/en/index.html Siempreverde http://www.evergreen.ca/en/index.html Evergreen Siempreverde es una organización no lucrativa que tiene como meta hacer Evergreen est une association non que las ciudades sean mas habitables lucrative qui a pour objet de rendre les considerando la interacción gente y villes plus vivables en renforçant les naturaleza, y que con esta, los liens entre la population et la nature, et canadienses sean proactivos con su d’encourager les Canadiens à medio ambiente urbano. El sitio Web s’approprier le milieu urbain. Le site consiste en recursos que ofrecen contient toute une série de ressources numerosas ideas para aprender para qui donnent de nombreuses idées pour actividades a llevar a cabo fuera de un apprendre en dehors des salles de salón de clases. Tú puedes unirte al classe. Vous pouvez aussi vous inscrire foro de discusión de Siempreverde, en sur le forum de discussion où vous el cual puedes poner, tus preguntas, pourrez afficher questions, remarques comentarios y documentos relevantes et documents. a estos asuntos.

Roots • Vol 6 (1) 35 Monthly News Updates

Receive news updates once a month direct to your inbox from BGCI and botanic gardens around the world. Every issue includes news and links to education resources, profiles of plant-based educators and programmes and ideas and feedback from readers. Log onto: www.bgci.org/education/2209

…..and sign up now!

You can also read past issues of E-update on our website at www.bgci.org/education/archive/

Plant Conservation Day - May 18

Join in with botanic gardens and zoos worldwide to celebrate Plant Conservation Day. Last year over 40 institutions ran an event, this year there will be even more.

Visit www.plantconservationday.org for a free online toolkit where you can download all the resources — background, promotional materials, and education activities — you need for a successful Plant Conservation Day at your site.

If you have a Plant Conservation Day celebration story or resources you would like to share, please send a short summary, links and/or photos to us at [email protected].

36 Roots • Vol 6 (1) How to join Botanic Gardens Conservation International and help us to save plants from extinction

Established in 1987, BGCI’s INSTITUTION members receive numerous benefits: BGCI links more than 500 • Opportunities for involvement in joint conservation and education projects • Tools and opportunities to influence global conservation policy and action botanic gardens and • Botanic Garden Management Resource Pack (upon joining)* conservation organizations • Regular publications: - Cuttings – newsletter on botanic gardens and plant conservation (2 per year) in 115 countries, working - BGjournal – an international journal for botanic gardens (2 per year) together to save - Roots - Environmental Education Review (2 per year) PLANTS FOR THE PLANET . - A wide range of publications and special reports • Invitations to BGCI congresses and discounts on registration fees • BGCI technical support and advisory services

Institution Membership £ Stlg US $ € Euros

A BGCI Patron Institution 5000 8000 7500 B Institution member (budget more than US$2,250,000) 750 1200 1000 C Institution member (budget US$ 1,500,000 - 2,250,000) 500 800 650 D Institution member (budget US$ 750,000 - 1,500,000) 350 550 450 E Institution member (budget US$ 100,000 - 750,000) 185 300 250 F Institution member (budget below US$100,000)* 85 130 115 *Generally applies to institutions in less developed countries

INDIVIDUAL members and donors • Regular publications: support BGCI’s global network for - Cuttings – newsletter on botanic gardens and plant conservation (2 per year) plant conservation, and are - BGjournal - an international journal for botanic gardens (2 per year) connected to it through our - Roots - Environmental Education Review (2 per year) publications and events. • Invitations to BGCI congresses and discounts on registration fees Membership categories include:

Individual Membership £ Stlg US $ € Euros

J Conservation donor ( BGjournal , Roots and Cuttings reports and more) 250 400 350 K Associate member ( Cuttings and BGjournal ) 40 65 50 L Associate member ( Cuttings and Roots ) 40 65 50 M Friend ( Cuttings ) available through online subscription only (www.bgci.org) 10 15 15

Corporate Membership is available; please contact BGCI at [email protected] for further details.

*Contents of the Botanic Garden Management Resource Pack include: Darwin Technical Manual for Botanic Gardens, A Handbook for Botanic Gardens on the Reintroduction of Plants to the Wild, BGjournal - an international journal for botanic gardens (2 past issues), Roots - Environmental Education Review (2 past issues), The International Agenda for Botanic Gardens in Conservation, Global Strategy for Plant Conservation, Environmental Education in Botanic Gardens, additional recent BGCI reports and manuals. BG-Recorder (a computer software package for plant records) available on request. Payment may be made online at www.bgci.org/worldwide/members/, or by cheque (payable to Botanic Gardens Conservation International) or VISA/MasterCard sent to BGCI, Descanso House, 199 Kew Road, Richmond, Surrey, TW9 3BW, U.K or Fax: +44 (0) 20 8332 5956.

K I wish to apply for BGCI’s INSTITUTION / INDIVIDUAL membership (circle one).

Institution Name (if applicable) ...... Contact Name ...... Address ...... Telephone ...... Fax ...... E-mail ...... Website ......

Membership category (A-M) ...... Annual rate ...... VISA/Mastercard number ...... Credit card expiry date ...... Security code/CSV number (last 3 digits) ...... Signature ...... Print name ...... K I would like to make a donation to BGCI. Amount ......

Please clearly state your name (or the name of your institution) on all documentation. Please contact [email protected] for further information. Individuals in the U.S. can make tax-deductible contributions online at www.justgive.org or by contacting [email protected]. BGCI is a registered charity and company, limited by guarantee, in England and Wales, and in the U.S. as a 501(c)(3) non-profit organization. Botanic Gardens Conservation International

Descanso House, 199 Kew Road, Richmond, Surrey, TW9 3BW, U.K. Tel: +44 (0)20 8332 5953 Fax: +44 (0)20 8332 5956 E-mail: [email protected] Internet: www.bgci.org

Printed on 100% recycled paper ISSN 0965-2574