The notion of agricultural literacy is firmly rooted in a movement that mostly targets elementary andsecondary student populations with a curricular focus that is heavily anchored in science, technology, engineering, and mathematics (STEM) content (Kovar & Ball, 2013; Pense, Leising, Portillo, & Igo, 2005; Russell, McCracken, & Miller, 1990). In this dominant context, agricultural literacy is celebrated as a platform that simultaneously brings 'real life' applications to STEM curricula and provides K-12 students with a deeper understanding of where and how the foods, fibers, and natural resources theyconsume are produced.
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