AY 2020-2021

Ed. 110 – Building and Enhancing New Literacies Across the Curriculum

Indicative Content
Ecological Literacy
Explore
Lesson 1 Environmental Literacy. Ecological
Module 6 Literacy and eco-literacy
Lesson 2 Greening Initiatives in Colleges and
Universities
Enhance
Reflect
Evaluate

LEARNING OUTCOMES
On completion of this lesson, one should be able to:
1. define ecological literacy
2. distinguish among environmental literacy, ecoliteracy and ecological
literacy;
3. describe an ecoliterate person; and
4. recognize individual and collective roles in protecting and rehabilitating the
environment 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 a critical point with 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 and Alison, 2009).The term
was first introduced by David Or in 1989 in his essay “ Ecological literacy”. He indicated
that knowing, caring, and practical competence form the foundation for ecological literacy
that the. He pointed out that the root of environmental crisis is the individual's inability to
think about “about ecological patterns. systems of causation, and long-term effects of human
actions" (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 an ecologically literate person understands the dynamics of
the environmental crisis, which includes an understanding of how people have become so
destructive. Therefore, identifying school students ecological literacy levels is a necessary
step to investigate their behaviour, attitudes, sensitivity, and behavioral intention. In order to
create awareness among students, it is important to foster correct knowledge to ensure
positive approach to the environment (Hares, Eskonheimo, Mylytaus, &LuUkkanen, 2006).
Kahyaoglu (2009) also stated that positive attitudes and values towards 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).

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There has been an increasing concern with enhancing "ecological literacy" in

society. The current literature on ecological literacy emphasizes the role of scientific
knowledge and ecological thinking in identifying cause-effect relationships in socio-
environmental systems, 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 behaviours, and thus 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 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 those objectives, carries out those plans in a flexible inquiry-directed
manner, and reflects on the whole process.
*moraly responsible, who governs actions with precepts (responsibility, seeking justice
and equality for all) that maintain harmonious relationships
*ecologically responsible, who embodies ecological ideals in daily life; and
*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 21st century has a positive view of life, grounded
in the faith of interconnectedness, and has the capacity to competently perform significant life
work and related 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, ex-pressed 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 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.

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Ed. 110 – Building and Enhancing New Literacies Across the Curriculum

Environmental Literacy, ecological literacy and Eco-literacy

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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 of
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 environmentally – friendly alternatives, can yield significant cost
saving for the institution.
*”Real-life” work experience for students. Environmental audit 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 a workplace. 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 require shifts in
three related areas: 1. Perception (Seeing) 2. Conception (Knowing) and
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.

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* 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 cooperation, collaboration, and decision - making
by concensus.
*From objective knowledge to contextual knowledge – this shift requires one to
explain properties of the parts with in the context of the whole or in terms of
environments and systems.
* 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 than the standardized tests if they are
to practice this principle.
*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 with in evolving real-life context.
*From contents to patterns – When we draw maps of relationships, we discover
certain configurations of relationships that appear again and again. We call these
configuration patterns Instead of focusing on what a living system is 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.
Questions to Ponder
On your own, read the questions and instructions carefully. Write your answers on the
table provided.
1. In “Ecological Literacy among secondary School Students,” Adawiah and
Norizon (2013) identified essential ecological concepts that students need to
understand. Let us see how you know and understand these concepts by
writing on the corresponding column key ideas.

Concepts Key Ideas

1.The ecosystem
2.Succession
3.Energy flow
4.Conservation of Resources
5.Competition
6.Niche
7.Materials recycling
8.The community
9.Life History Strategies
10.Ecosystem Fragility
11.Food webs

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12.Ecological Adaptation
13.Enviromental Heterogeneity
14.Species diversity
15.Density Dependent regulation
16.Limiting Factors
17.Carrying Capacity
18. Maximum sustainable yields
19.Population Cycles
20.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?

EVALUATE
Read the questions and instructions carefully. Write your answers on an extra space
provided.
1. Develop a personal definition of sustainability.
2. What are the greening initiatives done by your department or college?
3. What personal greening initiatives would you propose to your own campus,
community and home?

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