TakingITGlobal

A total of fourteen interviews were conducted with participants from Accra, Nairobi, Beijing, Delhi, Jakarta, Ptuj, Bogotá, São Paulo, San Francisco, Calgary, and Edmonton. There are two team members participating from both Calgary and Bogotá, and they are identified in quotes as, for example, (Calgary, Interview 2). In preparation for the in-person interviews, the entire undergraduate research team worked collaboratively to develop and refine an interview guide (found in Appendix A). Interviews were conducted at the Bennett Centre (where the students were lodging) between March 1 and March 3, 2018. Interview questions focused on participants' personal and educational experiences with climate change, their involvement with the IPCC project, and their emotional responses to climate change knowledge. The emphasis of our report highlights the interviews relative to the blogs, as these allowed us to focus on the experience and knowledge of team members in the IPCC project, above and beyond what they learned through curriculum content. An iterative approach was used to qualitatively analyze both blogs and interviews. Preliminary analysis of blog text was guided by seven pre- set codes (consequences of climate change, contributors to climate change, awareness/ attitudes, scales, justice, solutions/taking action and emotional response) developed from initial reading of the data. Further analysis gave rise to four emergent themes: personal experience, efficacy and empowerment, responsibility, and emotional response. Each theme was individually analyzed and then woven together to develop a narrative analysis of team members' relationship with climate change: before the project, during the project, and the impact the project had on them. Before we explore these findings, we contextualize youth engagement with climate change within the scope of current research. 1. 2 .1 A No te on Ter minology The youth in this study would, in conventional scientific practice, be called participants. However, considering the supportive environment of the writing group at the Bennett Centre in Edmonton, and the fact that the researchers also played a participatory role in the collaboration, we have replaced conventional terminology to acknowledge that these youth are part of a team. We consider this an important distinction, as without shared work and learning, this document would not exist. Thus, we commonly refer to research participants as team members. Further, in an effort to be concise, we refer to the title of this entire joint enterprise — blogging with the CGE, and writing/presenting for the IPCC — as the "IPCC project." 10 | I N T R O D U C T I O N

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