JEAN RACHEL A.

BARROGA

MODULE

ECOLOGICAL LITERACY

LEARNING OUTCOMES

At the end of this module you MUST:

Identify environmental issues and concerns that move you and

provoke you to action.
Explore on your actions about the environmental issues. Make a
photo essay on your greening initiative activities.
Construct your personal greening initiatives proposal.

INTRODUCTION

This module is intended to help you understand ecological literacy; environmental literacy
and Eco literacy and your role in protecting and rehabilitating the environmental and ecosystem.

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 behaviors, and thus also contains
affective and moral pedagogical goals (McBride et al. 2013).

PROF. ED 10 Building and Enhancing New Literacies Across the Curriculum

 JEAN RACHEL A. BARROGA

ENGAGE

This is the first phase of your module you engage yourself with activity that clarifies about
your knowledge on ecological literacy. So, I want you to focus so that you can accomplish the
given learning activity below.

MY ACTIONS TO THE
ENVIRONMENTAL ISSUES

1. 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?

ENVIRONMENTAL ISSUES ACTION TAKEN FOR THESE

ISSUES

PROF. ED 10 Building and Enhancing New Literacies Across the Curriculum

 JEAN RACHEL A. BARROGA

EXPLORE

In this phase of your module you are going to analyze the answers in the engagement
activity. Further discussions will be made by answering the questions given below.

1. Do you think your efforts and practical steps you do help you to influence others to take an action?

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2. What are greening initiatives done by your department or college? Then give your assessment on
those greening activities?

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PROF. ED 10 Building and Enhancing New Literacies Across the Curriculum

 JEAN RACHEL A. BARROGA

EXPLAIN

This is the third phase of your module you are expected to read attentively the inputs on the
topic ecological literacy

I hope you will take pleasure in reading the explanation of this module.

ECOLOGICAL LITERCAY

meant to enable conscious and participant

citizens to make informed decisions or
take action on environmental issues
(Jordan et al. 2009)
refers to an individual’s understanding not
only of ecological concepts, but also of his
/her place in the eco system .(Meena
&Alison 2009)

The term ecological literacy was first introduce by David Orr in 1989 in his essay
ecological literacy. He indicated that knowing, caring, and practical competence from the
foundation of ecological literacy. He pointed out that the root of environmental crisis is the
individual’ s inability to think about ecological patterns, system of causation, and long term effect
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 economic emphasis to one of
balance amongst economics, ecology, and cultures.

Orr, (1992) also argued that the ecologically literate person understands the dynamics of
environmental crisis, which includes an understanding of how people have become so destructive.
Therefore, identifying school students, an ecological literacy level is a necessary step to
investigate their behavior, 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, Bikanhelme, Myllylaus, & Luukkonen 2006).

PROF. ED 10 Building and Enhancing New Literacies Across the Curriculum

JEAN RACHEL A. BARROGA

Dr. Tom Puk (2002) of Lake Head University characterized an ecologically literate person of the
st
21 century as “ the responsible, lifelong learners who strives to improve the human condition and
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:

A. An Inquirer

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;

B. A Reflective Learner

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;

C. Intelligently Self-directed

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:

D. Morally Responsible

Governs actions with precepts (responsibility, seeking justice and equality for all) that
maintain harmonious relationships;

E. Ecologically Responsible

Embodies ecological ideals in daily life:

F. Seek Self-Transcendence

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
PROF. ED 10 Building andliving things
Enhancing compassionately.
New Literacies Across the Curriculum
 JEAN RACHEL A. BARROGA

ECOLITERACY

Eco – literate refers to the ability to

understand the interactions between
human systems, transportation, energy,
building, commerce and industry and
natural systems.

Educating for Eco literacy is a way to shape awareness and

engagement with these issues for life.

Eco Beliefs

. Understanding a deeper spiritual and

cultural connection to the land and
natural resources. Lessons that can
be learn from indigenous communities
in and around earth stewardship

ECO Experience

Embedding into the curriculum the use of

natural resources, learning about lifecycle
and the wonder of the changing seasons
allows children to connect with and
contribute to their wide world.

PROF. ED 10 Building and Enhancing New Literacies Across the Curriculum

 JEAN RACHEL A. BARROGA

Environmental Literacy

Is the ability to understand how we and

what we do through obtaining resources
affects our environments here and around
the world.

It is important for students to realize that our resources are

depletable and how we obtain those resources affects our
environment on global scale.

THE ECOSYSTEM

We must remember that we are a part

of a large ecosystem in which
everything is self dependant on each
other.
Any changes in the food chain / climate
can cause a catastrophe

WHAT CAN WE DO

Use environmental friendly products such as

energy star product.
Eat a balanced meal. Makes you feel efficient as
well.
Walk a ride bicycle instead of driving
Recycle cans, paper, and glass
Re – use cups
Take quick showers and don’t let the water run
while you brush your teeth.

PROF. ED 10 Building and Enhancing New Literacies Across the Curriculum

 JEAN RACHEL A. BARROGA

An ecoliterate person is prepared to be an effective member of sustainable society, with well

– rounded of head, heart, hands and spirit, comprising an organic understanding of the world and
participatory action within and with the environment

General Dominant educational Primary Examples of strategies

Concept of objectives pedagogical
environment approaches
Environmental Problem  Develop problem – Cognitive  Case study
Literacy field of solving skills from  Issue analysis
values diagnosis to action. Pragmatic  Problem solving
 Develop a system of project
ethics
Affective/  Analysis and
 Adopt environmentally
responsible behaviors
moral clarification of
values
 Criticism of social
values
Ecological Object of  Acquire knowledge of Cognitive  Observation
Literacy study system ecological concepts  Demonstration
and principles Experiential  Experimentation
 Develop skills related  Case study
to scientific method
 Environmental
 Observation and
experimentation
system analysis
 Develop systems  Construction of
thinking: analysis and ecosysytem
synthesis models
 Understand
environmental realities
in view of informed
decision - making
Ecoliteracy Shared  Promote and Cognitive  Case study
resource for contribute to economic  Social marketing
sustainable development that Pragmatic  Sustainable
living. addresses social equity consumption
and ecological
Holistic activities
sustainability.
 Develop the many
 Sustainable living
dimensions of one’s Intuitive/ management
being in interaction creative project
with all aspects of the  Immersion
environment.  Visualization
 Develop an organic  Creative
understanding of the workshops
world and
participatory action in
and with the
environment.

PROF. ED 10 Building and Enhancing New Literacies Across the Curriculum

 JEAN RACHEL A. BARROGA

Increased awareness of environmental degradation and concern for its rehabilitation has
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 environment
responsible tenets are borne out by example” (NEIPCCn.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.

BENEFITS OF GREEN INITIATIVES

1. Environmental and economic sustainability

A system-wide culture of sustainability helps preserve and enhance what the
institution values as well as for the future.

2. Reputation as a leader through example

As colleges and universities offer courses in environmental management,
engineering, laws, 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.

3. 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.

4. "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.

5. Improved quality of life in the campus.

A Green Campus is a cleaner. Safer and healthier place to live and work.

PROF. ED 10 Building and Enhancing New Literacies Across the Curriculum

 JEAN RACHEL A. BARROGA

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:

1. From parts to whole

Subjects are to be taught as integrated, not as isolated units in the curriculum.

2. 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,

3. From objective knowledge to contextual knowledge

This shift requires one to explain properties of the parts within the context of
the whole or in terms of environments and systems.

4. 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.

5. 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.

6. 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 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.

PROF. ED 10 Building and Enhancing New Literacies Across the Curriculum

 JEAN RACHEL A. BARROGA

ELABORATE

In this phase of your module performance tasks are given for you to demonstrate your
critical thinking and skilled learned. Likewise, learning activity is given to widen your thoughts on
the topic ecological literacy. So, at the count of 1, 2, 3 start doing your task.

MY GREENING ACTIVITIES

Make a photo essay on your greening initiative activities at home, school and community.

Paste here your photo (greening activities at home)

EXPLANATION

PROF. ED 10 Building and Enhancing New Literacies Across the Curriculum

 JEAN RACHEL A. BARROGA

Paste here your photo (greening activities of your town/barangay)

EXPLANATION

PROF. ED 10 Building and Enhancing New Literacies Across the Curriculum

 JEAN RACHEL A. BARROGA

Paste here your photo (greening activities in school)

EXPLANATION

PROF. ED 10 Building and Enhancing New Literacies Across the Curriculum

 JEAN RACHEL A. BARROGA

Now you are through reading this module. I hope you were able to
understand the concept that you have just learned. Once you have already
internalized these concepts, then I believe you will not find difficulty in
going through all the modules.

But before you answer the Assessment Task, I think there is a need to
recapitulate what you have learned in this lesson

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:

 Perception (seeing),
 Conception (knowing
 Action (doing).

The ecologically literate person of the 21st 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.

PROF. ED 10 Building and Enhancing New Literacies Across the Curriculum

 JEAN RACHEL A. BARROGA

EVALUATE

In this phase of your module you are challenge to take your self – test. Now, relax have
some sort of stretching before proceeding with the self – test.

CHECK YOUR UNDERSTANDING

In this phase of your module you are challenge to take your self – test. Open the quiz
box of our Edmodo class and check your understanding. Now, relax have some sort of
stretching before proceeding with the self – test.

REFLECTION

This is the culminating part of your module. You are going to connect what you have
learned in this module in your personal life by reflecting on your personal greening initiatives.

Write down your personal greening initiatives proposal for your school, community and home?

PROF. ED 10 Building and Enhancing New Literacies Across the Curriculum

 JEAN RACHEL A. BARROGA

Congratulations! for finishing module

6. Report to me and submit your
learning activities and assessment tasks.
If your output is 85% Very Good. You
can proceed reading Module 7. If not,
well I’m sorry but you have to read this
module again.

RESOURCES

A. Books
Alata, Elen Joy P, MAEd and Ignacio, Eign John T., MAEd.(2019) Building and Enhancing
New Literacies Across the Curriculum. Rex Book Store, Manila, Philippines.

Meena, M. B., & Alison, M.W. (2009). Decisions and dilemmas: Using writing to learn activities
to increase ecological literacy. Journal of environmental Education, 40(3).13 – 26.
Doi:103200/JOEE.40.3.13 – 26.

New England Interstate Water Pollution Control Commission (NEIWPCC) (N.D). Greening the
campus. Where practice and education go hand in hand, Retrieved Sept. 2, 2020 from
http://neiwpcc. Org/

Orr, D.W. (1989). Ecological literacy. Conservation Biology, 3, 334 -335.

B. ONLINE

Environmental literacy - SlideSharewww.slideshare.net › rodri379 › environmental-literacy

Oct 11, 2010 - By Mike Rodriguez Environmental Literacy; 2. The Big Picture
<ul><li>Automobile emissions + lots of cows + factory smoke=Smog and Green ... retrieved
Sept. 2, 2020

Eco literacy pp amanda wallace - www.slideshare.net › andrewrobinson7 › eco-literacy-p...

Sep 1, 2013 - Definition 'Eco-literate' refers to the ability to understand the interactions
between human systems – transportation, energy, building, commerc ... retrieved Sept. 2, 2020

PROF. ED 10 Building and Enhancing New Literacies Across the Curriculum

 JEAN RACHEL A. BARROGA

Photo/ Image Attribution

https://www.google.com/url?sa=i&url=https%3A%2F%2Fgreatergood.berkeley.edu%2Farticle%2Fitem%2Ffiv
e_ways_to_develop_ecoliteracy&psig=AOvVaw1_y5-7DkQol-
H7efQST6_b&ust=1599122663764000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCLjBjKSKyusCFQAAAAA
dAAAAABAD

https://pixabay.com/photos/environment-garden-tree-green-3448103/.p
https://pixabay.com/illustrations/earth - planet- world- globe-space-1617121.
gear http: https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.vecteezy.com%2Ffree-
vector%2Fgear&psig=AOvVaw2wakSq6bVmntnSerQGtYY5&ust=1599123451149000&source=images&cd=vfe
&ved=0CAIQjRxqFwoTCPCilZ6NyusCFQAAAAAdAAAAABAD

pt-garden-tree-green-3448103/.p
3111728-bamboo-frame

PROF. ED 10 Building and Enhancing New Literacies Across the Curriculum

 JEAN RACHEL A. BARROGA

PROF. ED 10 Building and Enhancing New Literacies Across the Curriculum