ADVANCEMENT OF THE PRACTICE
themes were identified and woven together into an integrated whole in the final inte- gration phase. Themes were compared and contrasted with findings from prior research studies and subsequently integrated into a thorough description of the phenomenon. Results The majority of the participants ( N = 93) self- identified as White females between the ages of 40 and 59 years (Table 2). Four themes emerged: 1) seeking prompt and clear notifi- cation about severe HABs, 2) realizing oppor- tunities to learn about HABs, 3) pushing an agenda instead of relaying the facts, and 4) desiring credible information from trustwor- thy sources. Seeking Prompt and Clear Notification About Severe Harmful Algal Blooms Some individuals pay attention to the news only when there is the potential for emer- gency alerts, such as the do-not-drink advi- sory that occurred in Lucas County. Because the possibility of another severe HAB event remained prominent in the news media, par- ticipants were still discussing information sources related to an emergent situation. One participant stated, “I’ll look up mainly just the Blade [newspaper] for local stu. And usually only around the time that there would be a scare . . . it will let you know if the water is safe to drink at that time or not.” Another participant described that she looked at Face- book a few times a day and stated, “That’s where I see the news because I subscribe to all the news stations and the Blade [newspa- per], city water department, police depart- ment, and fire department. That’s where I see all those things. I don’t read the paper every morning with my coee, I Facebook every morning with my coee because that is where I get all my information from.” In emergent situations, personal contacts were also considered reliable information sources. One participant stated, “If I know someone that has a connection with that [environmen- tal issue] . . . I messaged them and asked if they were drinking the water. If they write back and say absolutely, then I say okay, I’ll continue to drink it.” Participants wanted a clear notification process during a severe HAB event that also relays the necessary action to take. After the
paying attention to it anymore. I don’t know that the way that the news is handling, or the media is doing it that it’s like anything else, you become complacent.” Another partici- pant elaborated on the importance of notify- ing everyone and felt like they needed a better means of achieving that in the community: “There needs to be a better system.” Realizing Opportunities to Learn About Harmful Algal Blooms Education about ongoing environmental issues, such as HABs, is also available to us in our daily lives and sought after by the pub- lic. One participant became aware of issues through social connections and said, “The mayor owns a gas station and is a personal friend of mine and I go there 2 or 3 days a week. Police chief, fire chief, all the council [members] come in every morning and drink coee and I listen to them talk.” Many learning opportunities simply arise, such as the partici- pant who was at the state park and indicated, “I have been there a couple times where they talk about the marshes and the environment in the area. Well, I was just there, and they happened to be there taking a walk through the trails and they were talking to a group of people, and we just stopped and listened.” Participants also felt they could self-edu- cate on issues due to the availability of infor- mation. “You know, if you truly care about something, you can read an article in the [newspaper] and go do additional research of more credible sources on the internet or any of those types. I mean we have access to so much information.” Participants wanted to be able to make educated decisions to help themselves and the community. “Tell us everything. So, then you’re more informed and you can make a decision. You don’t need to worry as much, because it might not be as bad as what the media hypes it up to be.” This sentiment was further expressed by another individual: “If there were a show on that, if it were educational, not necessarily we had an algae bloom scare. An educational show that dealt with health concerns.”
TABLE 2
Demographics for Focus Group Participants ( N = 93)
Demographic
# (%)
Gender
Male
33 (35.5) 60 (64.5)
Female
Race or ethnicity White
75 (80.6) 15 (16.1)
Black/African American
Hispanic
2 (2.2) 1 (1.1)
Other
Age (mean years) 21–39
20 (21.5) 44 (47.3) 29 (31.2)
40–59
≥60
Highest education level Less than high school
4 (4.3)
High school graduate
31 (33.3) 21 (22.6) 17 (18.3)
Some college
Associate, technical, or vocational
College graduate
14 (15.1)
Postgraduate
6 (6.5)
Work status Retired
17 (18.3) 16 (17.2) 38 (40.9) 14 (15.1)
Disabled Full-time Part-time
Homemaker Unemployed
5 (5.4) 3 (3.2)
do-not-drink advisory, information was con- veyed to the community by an online dash- board of city water quality with a meter that indicated the status of current drinking water conditions, from clear to do-not-drink. Par- ticipants appreciated the daily communica- tion, but the information being conveyed and what to do about it was not clear. One participant described questioning the meaning of the water meter scale: “Is there a degree to the watch we should be watch- ing? Or just go, ‘Oh, it’s a watch today?’ It’s like what does ‘watch’ mean? Is it close?” The meter was often in the watch position and the public became fatigued. “We’re not
Pushing an Agenda Instead of Relaying the Facts
The media also sensationalizes the news to meet their agenda of increasing readers and viewers. Participants provided examples of how the media draws attention to themselves.
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Volume 85 • Number 7
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