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Climate literacy education can occur in a variety of formal and informal learning settings across an individual’s life span. There is increasing recognition that informal learning settings such as zoos and aquariums have an opportunity to greatly contribute to individuals’ science learning. Here we present the results of a large-scale survey study of U.S. zoo and aquarium visitors (N = 3,594) designed to gain information about this audience that could guide the development of relevant climate literacy resources. The questionnaire included items from the ‘‘Global Warming’s Six Americas’’ validated segmentation procedure to allow comparisons of the climate change attitudes of zoo and aquarium visitors with the published results representing the American public. It also included items that further explored the environmentally relevant characteristics of audiences who visit zoos and aquariums. Guided by a conservation psychology theoretical framework, these items addressed visitors’ environmental behavior predispositions, affective connections to wildlife and nature, concern for animals, and social experiences at the zoo or aquarium. Furthermore, visitors rated their interest in learning more about global warming and their trust in zoos as sources of global warming information. Analyses compared the mean ratings across ‘‘Six Americas’’ segments on these items. Results indicate that as compared to the general public, a greater proportion of zoo and aquarium visitors fall within the ‘‘alarmed’’ and ‘‘concerned’’ segments of the ‘‘Six Americas’’ continuum, and a smaller proportion falls within the ‘‘cautious,’’ ‘‘disengaged,’’ ‘‘doubtful,’’ and ‘‘dismissive’’ segments. Additionally, mean ratings for all behavior, affective, concern, experience, interest, and trust items significantly differ across Six Americas segments. These findings offer audience profile information complementary to that provided by the Six Americas research team and that may be used to guide climate literacy resource development. 2014 National Association of Geoscience Teachers. [DOI: 10.5408/13-078.1]

Societal response to climate change has been inadequate. A perception that the issue is both physically and temporally remote may reduce concern; concern may also be affected by the political polarization surrounding the issue in the USA. A feeling of connection to nature or to animals may increase personal relevance, and a supportive social context may counteract political tensions. Zoos may provide opportunities for both sense of connection and social support. We surveyed over 7000 zoo and aquarium visitors to examine the ways in which a feeling of personal connection among zoo visitors may encourage concern about climate change. Results show that feeling connected to animals at the zoo is significantly associated with cognitive and emotional responses to climate change, as well as with other social groupings and social responses. Overall, the zoo seems to present a supportive social context for considering the topic.