Developing Sustainability Literacy: The Environment as a Catalyst for Change in Third-Semester Spanish

ADFL Bulletin ◽  
2021 ◽  
Vol 46 (2) ◽  
pp. 20-27
Keyword(s):  
Sustainability Literacy

scholarly journals A “Strong” Approach to Sustainability Literacy: Embodied Ecology and Media

Philosophies ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 14
Author(s):  
Cary Campbell ◽  
Nataša Lacković ◽  
Alin Olteanu
Keyword(s):  
Media Literacy ◽  
Meaning Making ◽  
Environmental Literacy ◽  
Literacy Studies ◽  
Critical Media Literacy ◽  
Semiotic Approach ◽  
Sustainability Literacy ◽  
Critical Media ◽  
Definition Of ◽  
Integrated Sustainability

This article outlines a “strong” theoretical approach to sustainability literacy, building on an earlier definition of strong and weak environmental literacy (Stables and Bishop 2001). The argument builds upon a specific semiotic approach to educational philosophy (sometimes called edusemiotics), to which these authors have been contributing. Here, we highlight how a view of learning that centers on embodied and multimodal communication invites bridging biosemiotics with critical media literacy, in pursuit of a strong, integrated sustainability literacy. The need for such a construal of literacy can be observed in recent scholarship on embodied cognition, education, media and bio/eco-semiotics. By (1) construing the environment as semiosic (Umwelt), and (2) replacing the notion of text with model, we develop a theory of literacy that understands learning as embodied/environmental in/across any mediality. As such, digital and multimedia learning are deemed to rest on environmental and embodied affordances. The notions of semiotic resources and affordances are also defined from these perspectives. We propose that a biosemiotics-informed approach to literacy, connecting both eco- and critical-media literacy, accompanies a much broader scope of meaning-making than has been the case in literacy studies so far.

scholarly journals Teaching Sustainable Responsibility through Informal Undergraduate Design Education

2021 ◽  
Vol 13 (15) ◽  
pp. 8378
Author(s):  
Louise R. Manfredi ◽  
Meriel Stokoe ◽  
Rebecca Kelly ◽  
Seyeon Lee
Keyword(s):  
Design Education ◽  
Sustainability Education ◽  
Focus Group Study ◽  
Formal Curriculum ◽  
Informal Curriculum ◽  
Exchange Program ◽  
Sustainability Literacy ◽  
Material Conservation ◽  
Rich Data ◽  
The University

Recent reports, initiatives, and activities around higher education institutions revealed the relevance and value of sustainability education through both formal curriculum and informal curriculum activities. While the significance of sustainability education has continuously improved by raising awareness among new generations of students, it has not adequately promoted pro-environmental behaviors or attitude changes. This research study used a linear pretest–posttest experimental approach to understand whether two codesigned interventions; a trash and recycling bin system, and a Materials Exchange program, could improve sustainability literacy and material conservation behaviors across the School of Design. Additionally, a mid-experiment focus group study was conducted to provide text-rich data for analysis of 3R behaviors. Analysis of the data collected revealed that these interventions were reasonably successful in improving responsible material management. To have a greater impact on sustainable behavior, it is suggested that a formal educational experience should supplement the informal interventions described in this paper to onboard students as they enter the design studio culture. Additionally, the expansion of the trash and recycling bin station system into the university dormitories is discussed. This work has successfully catalyzed a collaboration between all School of Design stakeholders to address studio waste in a tangible way.

Creating space for sustainability literacy: the case of student-centered symposia

2018 ◽  
Vol 19 (4) ◽  
pp. 839-855 ◽  
Author(s):  
Camille Ouellet Dallaire ◽  
Kate Trincsi ◽  
Melissa K. Ward ◽  
Lorna I. Harris ◽  
Larissa Jarvis ◽  
...  
Keyword(s):  
Time Frame ◽  
Theory And Practice ◽  
Student Centered ◽  
Content Type ◽  
University Campuses ◽  
Interdisciplinary Dialogue ◽  
Sustainability Research ◽  
Sustainability Literacy ◽  
Mcgill University ◽  
Survey Responses

Purpose This paper reflects on the Sustainability Research Symposium (SRS), a long-term student-led initiative (seven years) at McGill University in Montréal, Canada, that seeks to foster interdisciplinary dialogue among students and researchers by using the sustainability sciences as a bridge concept. The purpose of this study is to explore the effectiveness of the SRS in fostering sustainability literacy. Design/methodology/approach Past participants of the SRS were invited to complete a survey to gauge the strengths and weaknesses of the symposia from a participants’ perspective. A mix of descriptive statistics and axial and thematic coding were used to analyze survey responses (n = 56). This study links theory and practice to explore the outcomes of symposia as tools for students to engage with sustainability research in university campuses. Findings Survey findings indicated that participants are from multiple disciplinary backgrounds and that they are often interested in sustainability research without being identified as sustainability researchers. Overall, the survey findings suggested that student-organized symposia can be effective mechanisms to enhance exposure to interdisciplinary research and to integrate sustainability sciences outside the classroom. Practical implications Despite being a one-day event, the survey findings suggest that symposia can offer an “initiation” toward interdisciplinary dialogue and around sustainability research that can have lasting impacts beyond the time frame of the event. Originality/value Although research symposia are widespread in university campuses, there is little published information on the effectiveness of student-organized symposia as vectors for sustainability literacy. This original contribution presents a case study of the effectiveness of an annual symposium at one Canadian university, organized by students from the Faculties of Science, Arts and Management.

Promoting sustainability literacy in construction students

2011 ◽  
Vol 29 (3) ◽  
pp. 197-212 ◽  
Author(s):  
Alison J. Cotgrave ◽  
Noora Kokkarinen
Keyword(s):  
Sustainability Literacy

scholarly journals Sustainable futures online

2017 ◽  
Vol 25 (1) ◽  
pp. 24-32
Author(s):  
Derek Jeffrey Raine ◽  
Sarah Gretton ◽  
Duncan Greenhill
Keyword(s):  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Content Type ◽  
Management Level ◽  
Evaluation Questionnaire ◽  
Sustainability Literacy ◽  
Wide Scale ◽  
Education Achievement ◽  
The Impact

Purpose This paper aims to report on a project to adapt existing material from some modules on sustainability delivered face-to-face by the Centre for Interdisciplinary Science to create a non-credit bearing course in sustainability delivered on-line and available to all students at the University. A total of 250 staff and students signed up for the course, 104 completed at least one multiple choice test and 49 completed the essay assignment for the Higher Education Achievement Record (HEAR) recognition. Feedback from students completing the evaluation questionnaire was overwhelmingly positive. The authors reflect on lessons learnt in preparing and delivering the course and the impact on university strategy. Design/methodology/approach The course was piloted in the 2014-2015 academic year. Findings A total of 250 staff and students signed up for the course; 104 completed at least one multiple choice test and 49 completed the essay assignment for HEAR recognition. Feedback from students completing the evaluation questionnaire was overwhelmingly positive. Originality/value The paper presents a case study of a bottom-up approach to the introduction of sustainability literacy modules on an institution-wide scale that has influenced changes at senior management level.

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