DOES AGRITOURISM INCREASE CHILDREN’S AGRICULTURAL LITERACY? PRELIMINARY INSIGHTS

Author Bios (50 Words for each Author)

Carla Barbieri is a Professor in Sustainable Tourism (North Carolina State University, USA) where she leads the “Agritourism & Societal Wellbeing” lab. She investigates the economic, socio-cultural, and environmental impacts of agritourism at the farm household and society levels. She also studies the sustainability of niche tourism.

Sara Brune is a Research Associate in the Department of Parks, Recreation, and Tourism Management at North Carolina State University (USA). Her research interests focus on the power of tourism experiences to instigate desirable behaviors and its intersection with inclusive sustainable development.

Kathryn Stevenson is an Associate Professor in the Department of Parks, Recreation, and Tourism Management at North Carolina State University (USA). Her research focuses on children and nature, including identifying drivers of environmental literacy and understanding mechanisms of intergenerational learning.

Whitney Knollenberg is an Assistant Professor in the Department of Parks, Recreation, and Tourism Management at North Carolina State University. Her research focuses on tourism leadership and the influence of policy, planning, and partnerships in sustainable tourism development.

Caitlin Reilly pursued her M.S. degree in Parks, Recreation, and Tourism Management at North Carolina State University (USA). Her interest centers on broadening agricultural and environmental literacy through place-based, experiential learning among children.

Abstract (150 Words)

We investigated the pedagogical potential of agritourism by measuring its influence on agricultural literacy among 9-13-year-old children in North Carolina (USA). Using a pre-post quasi-experimental design, we assessed the children’s change of agricultural knowledge after engaging in an agritourism experience across three treatments: children visiting farms with their family (Family; n = 191), children visiting farms with their teacher in school field trips (School; n = 95), and virtual farm experiences with their teachers (Virtual; n = 141). Results indicate an increase in agricultural knowledge in all six topics assessed after each type of agritourism experience, although the increase was only statistically significant in three knowledge items; comparison across treatments showed comparable educational gains. This study results indicate that agritourism can be a space where children can acquire first-hand knowledge about the farm’s connection to social, economic, and ecological systems and foster a food system bond.

This document is currently not available here.

Share

COinS
 

DOES AGRITOURISM INCREASE CHILDREN’S AGRICULTURAL LITERACY? PRELIMINARY INSIGHTS

We investigated the pedagogical potential of agritourism by measuring its influence on agricultural literacy among 9-13-year-old children in North Carolina (USA). Using a pre-post quasi-experimental design, we assessed the children’s change of agricultural knowledge after engaging in an agritourism experience across three treatments: children visiting farms with their family (Family; n = 191), children visiting farms with their teacher in school field trips (School; n = 95), and virtual farm experiences with their teachers (Virtual; n = 141). Results indicate an increase in agricultural knowledge in all six topics assessed after each type of agritourism experience, although the increase was only statistically significant in three knowledge items; comparison across treatments showed comparable educational gains. This study results indicate that agritourism can be a space where children can acquire first-hand knowledge about the farm’s connection to social, economic, and ecological systems and foster a food system bond.