Republic of the Philippines

ISABELA STATE UNIVERSITY

BUILDING AND ENHANCING NEW LITERACIES

ACROSS THE CURRICULUM
(SEd Prof. 312/EEd Prof 312/TLEd Prof 312/PEd Prof 312)

A Self-Paced Learning Module for College

Students

MODULE 8

ECO-LITERACY

REMEDIOS R. LAMORENA
 ECOLOGICAL LITERACY

OBJECTIVES
At the end of this chapter, you should be able to:
 Define ecological literacy;
 Distinguish among environmental literacy, ecoliteracy, and
ecological literacy;
 Describe an ecoliterate person; and
 Recognize individual and collective roles in protecting and
rehabilitating the environmental and ecosystem.
Explore

The development of ecological understanding is not simply another

subject to be learnt but a fundamental change in the way we see the world.
-John Lyle, 1994

We are now at critical point many environmental issues such as climate

change and rampant environmental destruction. Alienation from nature
greatly contributes to the aggravation of these environmental problems.
Ecological literacy is important to business and political leaders, and to all
levels of education.
Ecological literacy refers to an individual’s understanding not only of
ecological concepts, but also of his or her place in the ecosystem (Meena &
Alison, 2009). The term ecological literacy was first introduced by David Orr
in 1989 in his essay “Ecological Literacy”. He indicated that knowing, caring,
and practical competence form the foundation for ecological literacy. He
pointed out that the root of environmental crisis I the individual’s inability to
thing about “Ecological patterns, systems of causation, and long-term effects
of human action” (Orr, 1994). Thus, he emphasized the importance of
experience in one’s natural environment that can enable humans to shift
perspective from one of an economic emphasis to one of balance amongst
economics, ecology, and cultures.
Orr (1992) also argued that the ecologically literate person understands
the dynamics of the environmental crisis, which includes an understanding of
how people have becomes so destructive. Therefore, identifying school
students’ ecological literacy level is a necessary step to investigate their
behaviour, attitudes, sensitivity, and behavioural intention. In order to create
awareness among students, it is important to foster correct knowledge to
ensure positive approach to the environment (Hares, Eskonheimo, myllytaus,
& Luukkanen, 2006)/ Kahyaoglue (2009) also stated that positive attitudes
and values toward the environment are occurred with a good knowledge.
Developing environmentally responsible behaviour requires correct
knowledge about climate change, the cause of global warming, carbon
emissions, and carbon footprint (Kuo & Chen, 2009).
 There has been an increasing concern with enhancing “ecological
literacy” in society. The current literature on ecological literacy emphasized
the role of scientific knowledge and ecological thinking in identifying cause-
effect relationship in socio-environmental system, in order to allow more
enlightened decision-making therefore, its primary pedagogical goals are
cognitive and experimental. In this, it differs from the broader concept of
environmental literacy, which incorporates civic literacy that pertains to
changes in values and behaviors, and this also contains affective and moral
pedagogical goals (McBride et al. 2013).
Ecological literacy is meant to enable conscious and participant citizens
to make informed decisions or take action on environmental issues ( Jordan
et al. 2009). Efforts in this direction include books by experienced ecologists
for the general public, of which two outstanding examples are Levin (2000)
and Slobodkin (2003).
Characterizing an Ecoliterate Person
Dr. Tom Puk (2002) of Lakehead University characterized an ecologically
literate person of the 21st century as “the responsible, lifelong learner who
strives to improve the human condition and the environment within the
context of self, human groups, the biosphere, and the ecosphere.” The
ecologically literate person in order to achieve the aforementioned ultimate
goal should become:
 An inquirer, who actively secures the basic skills and knowledge in
order to carry out ecological responsibilities. This also enables her
to reach her own potential and place in the physical and natural
environment;
 A reflective learner, who understands the value and limitations of
human knowledge, the power and limitations of the natural world,
the role of intuition in real life pursuits, and the role of self as it is
manifested in one’s personal narrative;
 Intelligently self-directed, who engages in self-appraisal, sets new
learning objectives, develops plan to achieve this objectives, carries
out those plans in a flexible inquiry-directed manner, and reflects on
the whole process;
 Morally responsible, who governs actions with precepts
(responsibility, seeking justice and equality for all) that maintain
harmonious relationship;
 Ecologically responsible, who embodies ecological ideals in daily
life;
 Seek self-transcendence, who moves beyond the limitations of
personal ego by identifying with human groups (past and future),
flora and fauna, ecosphere, that transcend the individual life in
scope and time.
The ecologically literate person of the 21 st century has a positive view
of life, grounded in the faith of interconnectedness, and has capacity to
competently perform significant life work and relate tasks. Such a view
enables her to look upon the human experience positively and all living things
compassionately.
Environmental Literacy, Ecological Literacy, and Ecoliteracy
Frameworks for ecoliteracy exhibit a high degree of similarity with
frameworks for environmental literacy, in that both sets include similar
affective, knowledge, cognitive skills, and behavioural components. However,
what most differentiates ecoliteracy from environmental literacy is the clear
emphasis on sustainability, and the introduction of spiritual, holistic
components, expressed in terms of “celebration of Creation” (Orr, 1992),
“spirit” and “reverence for the Earth” (Capra, 1996, 2007), and “expansion of
the soul” (Wooltorton, 2006). An ecoliterate person is prepared to be an
effective member of sustainable society, with well-rounded abilities of head,
heart, hands, and spirit, comprising an organic understanding of the world
and participatory action within and with the environment.
Environmental literacy, ecological literacy, and ecoliteracy
General Dominant Primary Examples of
conceptio educational pedagogical strategies
ns of objectives approaches
environme
nt
Environment Problem Develop Cognitive Case study,
al literacy Field of problem- issue
values solving skills, Pragmatic analysis,
from problem-
diagnosis to Affective/Mora solving
action l project

Develop a Analysis and

system of clarification of
ethics values,
criticism of
Adopt social values
environmental
ly responsible
behaviors
Ecological Object of Acquire Cognitive Observation,
literacy study knowledge of demonstratio
System ecological Experiential n,
concepts and experimentati
principles on

Develop skills Case study,

related to the environmental
scientific system
method: analysis
observation construction
and of ecosystem
experimentati models
on
 Develop
systems
thinking:
analysis and
synthesis

Understand
environmental
realities in
view of
informed
decision-
making
Ecoliteracy Shared Promote and Cognitive Case study,
resource contribute to social
for economic Pragmatic marketing,
sustainable development sustainable
living Gaia that Holistic consumption
addresses activities,
social equity Intuitive/Creati sustainable
and ecological ve living
sustainability management
project
Develop the
many Immersion,
dimensions of visualization,
one’s being in creative
interaction workshops
with all
aspects of the
environment

Develop an
organic
understanding
of the world
and
participatory
action in and
with the
environment

Greening Initiatives in Colleges and Universities

Increased awareness of environmental degradation and concern for its

rehabilitation have prompted colleges and universities to green their
campuses. A green campus is “a place where environmentally responsible
practice and education go hand-in-hand and where environmentally
responsible tenets are borne out by example” (NEIWPCC n.d.). The green
campus institution is a model environmental community where operational
functions, business practices, academic programs, and people are
interlinked, providing educational and practical value to the institution, the
region, and the world.

Greening initiatives, although challenging and demanding, yield

significant benefits in the long run:
 Environmental and economic sustainability. A system-wide
culture of sustainability helps preserve and enhance what the
institution values today as well as for the future.
 Reputation as a leader through example. As colleges and
universities offer courses in environmental management,
engineering, laws and regulations, and assessment, greening
initiatives provide them opportunities to practice what they preach
and make their mark as environmental leaders. Colleges and
universities need to examine their own organizations and implement
on their own campuses what they and the public expect their industry
to do.
 Economic benefits. A routine, curriculum-based, environmental
audit program that reveals waste and inefficiency associated with
campus activities, coupled with the identification of environment-
friendly alternatives, can yield significant cost savings for the
institution.
 “Real-life” work experience for your students. Environmental
audits and pollution prevention evaluations can be integrated into the
curriculum, providing students with hands-on investigative and
problem-solving experience that they can take with them when they
enter the workforce. This experience not only makes your students
more marketable, it also provides them with the kinds of broad-
thinking skills that allow them to succeed and thrive once they are
employed.
 Improved quality of life in the campus. A Green Campus is a
cleaner, safer, and healthier place to live and work.

ENHANCE

Ecological literacy is a form of transformative education that requires

shifts in three related areas: (1) perception (seeing), (2) conception
(knowing), and (3) action (doing)

In schools, teachers are also required to shift emphasis through the following:

 From parts to whole – Subjects are to be taught as integrated, not

as isolated units in the curriculum.

 From objects to relationships – An ecosystem is a community.

Communities are characterized by sets, networks, or relationships.
Schools put premium on relationship-based processes such as
cooperation, collaboration, and decision-making by consensus.
  From objective knowledge to contextual knowledge – this shift
requires ones to explain properties of the parts within the context of
the whole or in terms of environments and system.

 From quantity to quality – assessments have traditionally

emphasized standardized testing in terms of quantities, numeric
scores, and measurements. Schools are challenged to design
assessment more adequate that the standardized tests if they are to
practice this principles.

 From structure to process – systems are dynamic and evolving.

Thus, the understanding of living structures is linked to understanding
renewal, change, and transformation. This shift is embodied in
project-based learning, which highlights the application of knowledge
within evolving real-life contexts.

 From contents to patterns – when we draw maps of relationships,

we discover certain configurations of relationships that appear again
and again. We call these configurations patterns. Instead of focusing
on what a living system I made of, we study its patterns.
Pedagogically, the shift reminds us of the importance of integrating
art into programs of study. This enables children even at young age
to recognize and express patterns whether we talk about poetry,
literature, visual arts, performing arts, and music.

Reflect__________

Wrap Up

 Ecological literacy refers to an individual’s understanding not only of

ecological concepts, but also of his or her place in the ecosystem.

 Ecological literacy is a form of transformative education that requires

shifts in three related areas: (1) perception (seeing), (2) conception
(knowing), and (3) action (doing).

 The ecologically literate person of the 21 st century has a positive view

of life, grounded on the faith of interconnectedness, and has the
capacity to competently perform significant life, work, and related
tasks.

Questions to Ponder

Read the questions and instructions carefully. Write your answers in the
space provided.

1. In “Ecological Literacy among Secondary School Students,” Adawiah and

Norzan (2013) identified essential ecological concepts that students need
to understand. Let us see how well you know and understand these
concepts by writing on the corresponding column key ideas.
 Concepts Key Ideas
The Ecosystem
Succession
Energy Flow
Conservation of Resources
Competition
Niche
Materials Cycling
The Community
Life History Strategies
Ecosystem Fragility
Food Webs
Ecological Adaptation
Environmental Heterogeneity
Species Diversity
Density Dependent Regulation
Limiting Factors
Carrying Capacity
Maximum Sustainable Yield
Population Cycles
Predator-Prey Interactions

2. What environmental issues and concerns move you and provoke you to
action? What efforts and practical steps do you do to influence others to
take action?
__________________________________________________________
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Evaluate
Read the questions and instructions carefully. Write your answer in the space
provided.
1. Develop a personal definition of sustainability.
__________________________________________________________
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____________________
 2. What are greening initiatives done by your department or college?
___________________________________________________________
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___________________________________________________________
___________________
3. What personal greening initiative would you propose to your own campus,
community, and home?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
_________________________

References:

Elen Joy Alata and Eigen John Ignacio 2019 1 st Edition: Building and
Enhancing New Literacies Across the Curriculum, 1st Edition Rex
Bookstore
Gail E. Tompkins Literacy for the 21st Century 2018: A Balanced Approach:
Pearson