Agricultural literacy

Agricultural literacy is a phrase being used by several universities (e.g., Texas Tech, the University of Arizona, Colorado State University, and California Polytechnic State University) to describe programs to promote the understanding and knowledge necessary to synthesize, analyze, and communicate basic information about agriculture with students, producers, consumers, and the public. These programs focus on assisting educators and others to effectively incorporate information about agriculture into subjects being taught or examined in public and private forums and to better understand the impact of agriculture on society.The definition and conceptualizations of agricultural literacy varies between differing groups. Many associate agricultural literacy with working with youth in Agriculture in the Classroom and 4-H settings. Others have a broader view of agricultural literacy and include adult education. The content of agricultural literacy can also vary in scope. Some may view the content very narrowly as centering on just on agriculture. Others may describe agricultural literacy as including fields such as food, health, environment, food production which is related or connected to agriculture. When viewed from a broad perspective, agricultural literacy happens in a multitude of settings. Furthermore, many instructors who are conducting agricultural literacy programming would not even describe their work as agriculture literacy. Agricultural literacy in this broad sense has also increased in popularity dramatically in the United States as people have become more health and food conscious.There are number of educational terms which can be tied back, at least partially, to agricultural literacy. Some of these terms are straightforward programs while some terms are highly theoretical. Furthermore, some of the terms represent educational movements that can have a variety of different ideological purposes. Each term have at least one element which is shared with the definition(s) of agricultural literacy. The role of culture and identity is important in education. Issues of race, class, gender, and sexuality play an important part in work of agricultural literacy. Agricultural values also play an important part of agricultural literacy work, which is unique in the field of agricultural education. People have a wide variety views on agriculture and agricultural practices (see agrarianism). These values shape how an agricultural literacy instructor designs curriculum and works with clientele and how the clientele receives the messages of the instructor.