An edited copy of the pdf transcript of Laura's second earthquake story, captured by the UC QuakeBox Take 2 project. At the participant's request, parts of this transcript have been redacted. Interviewer: Jennifer Middendorf. Transcriber: Laura Moir.
A pdf transcript of Stephen Bourke's second earthquake story, captured by the UC QuakeBox Take 2 project. Interviewer: Lucy Denham. Transcriber: Lucy Denham.
A pdf transcript of Mark Elstone's second earthquake story, captured by the UC QuakeBox Take 2 project. Interviewer: Samuel Hope. Transcriber: Lucy Denham.
A pdf transcript of Participant number LY967's second earthquake story, captured by the UC QuakeBox Take 2 project. Interviewer: Samuel Hope. Transcriber: Maggie Blackwood.
An edited copy of the pdf transcript of Caroline Murray's second earthquake story, captured by the UC QuakeBox Take 2 project. At the participant's request, parts of this transcript have been redacted. Interviewer: Paul Millar. Transcriber: Maggie Blackwood.
A pdf transcript of Lee-Ray Ozanne's second earthquake story, captured by the UC QuakeBox Take 2 project. Interviewer: Lucy Denham. Transcriber: Lucy Denham.
A pdf transcript of Rosie Belton's second earthquake story, captured by the UC QuakeBox Take 2 project. Interviewer: Laura Moir. Transcriber: Josie Hepburn.
This study explores the role and value of urban community gardens following a major crisis: the 2010/11 earthquakes in Christchurch, New Zealand.
Lake Taupō in New Zealand is associated with frequent unrest and small to moderate eruptions. It presents a high consequence risk scenario with immense potential for destruction to the community and the surrounding environment. Unrest associated with eruptions may also trigger earthquakes. While it is challenging to educate people about the hazards and risks associated with multiple eruptive scenarios, effective education of students can lead to better mitigation strategies and risk reduction. Digital resources with user-directed outcomes have been successfully used to teach action oriented skills relevant for communication during volcanic crisis [4]. However, the use of choose your own adventure strategies to enhance low probability risk literacy for Secondary school outreach has not been fully explored. To investigate how digital narrative storytelling can mediate caldera risk literacy, a module “The Kid who cried Supervolcano” will be introduced in two secondary school classrooms in Christchurch and Rotorua. The module highlights four learning objectives: (a) Super-volcanoes are beautiful but can be dangerous (b) earthquake (unrest) activity is normal for super-volcanoes (c) Small eruptions are possible from super-volcanoes and can be dangerous in our lifetimes (d) Super-eruptions are unlikely in our lifetimes. Students will create their digital narrative using the platform Elementari (www.elementari.io). The findings from this study will provide clear understanding of students’ understanding of risk perceptions of volcanic eruption scenarios and associated hazards and inform the design of educational resources geared towards caldera risk literacy.