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Videos, UC QuakeStudies

A film directed by Christchurch East Youth MP Beth Walters, produced and filmed by Lila Gibbens. The film captures the views of more than 50 young people from Aranui High School, Linwood College and Mairehau High School. Students share their answers to the following questions: How do you feel about living in the East? What don't you like about living in the East? What do you want to see more of? What do you like? Do you, as a young person in the East, feel your voice is heard? Would you stay? The film features an original song produced by three Aranui High School students: Cheyenne Thompson (lyrics), Evile Jireh Sisifo Laloata (vocals) and Peni Junior Iva (guitar).

Research papers, University of Canterbury Library

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.