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A conceptual model of avalanche bulletin literacy (BullUseTypes (C…
A conceptual model of avalanche bulletin literacy
Av bulletin literacy at the community level
Contributions to new avalanche knowledge in diverse and substantive ways often happens at the level of the community (Adapted, Snow 2016)
Group dynamics
Communicating avalanche bulletin info coherently to trip partners
Critiquing the interpretations of others
Avalanche forecasting
Knowledge of how the bulletins are produced
What data is used?
Is it primarily observations or model driven?
How many people forecast?
What are the uncertainties in the process?
What are the constraints for forecasters?
Data sparse process, large regions
BullUseTypes
C
Familiar with the danger scale
Able to recognize that some danger ratings warrant more caution than others (and able to identify which ones are most complex)
Able to use avalanche bulletins to determine which elevations the assigned danger level is present
D
Familiar with the avalanche problems
Able to determine which terrain and travel techniques are useful in given problem situations
Able to use an avalanche bulletin to make decisions about which avalanche terrain is acceptable and which is not
E
Able to critique bulletin information using localized assessments
Able to identify the supporting evidence behind information displayed in the bulletin's information icons
A
No use
B
Aware that the danger scale exists
Able to recognize that danger increases with the scale
If this is how we are defining literacy, then can a highly competent B, have a higher level of literacy than an incompetent D?
Putting information into action
Able to select appropriate risk mitigation techniques based on the information seen, and successfully conduct those behaviours
Able to translate bulletin information into real world settings ie, translating map-based info into surrounding terrain