Climate Justice Literacy: Stories-We-Live-By, Ecolinguistics, and Classroom Practice

James S. Damico, Mark Baildon, Alexandra Panos

Research output: Contribution to journalArticlepeer-review

24 Citations (Scopus)


Literacy educators can guide students to examine the stories we live by, or the larger narratives that guide individual and collective sensemaking about relationships between humans and the environment. Drawing from the field of ecolinguistics, the authors consider two ecologically destructive stories we live by: Humans are the center of existence, and consumerism is a main pathway to happiness and fulfillment. The authors also explore three intersecting beneficial stories we live by that center on indigenous perspectives, feminist foundations of climate justice, and youth activism. This work is rooted in three essential understandings about climate change: It is a complex socioscientific topic and escalating problem, engaging with climate change is mediated primarily by a complicated array of motivated digital texts and motivated readers, and climate change is about climate (in)justice. The authors conclude with ideas about being a climate justice literacy educator.

Original languageEnglish
Pages (from-to)683-691
Number of pages9
JournalJournal of Adolescent and Adult Literacy
Issue number6
Publication statusPublished - May 1 2020
Externally publishedYes


  • 3-Early adolescence
  • 4-Adolescence
  • 5-College/university students
  • 6-Adult
  • Content literacy
  • Critical analysis ' Digital/media literacies
  • Critical literacy ' Theoretical perspectives
  • Digital/media literacies
  • etc.) ' Digital/media literacies
  • film
  • Identity
  • Information literacy ' Digital/media literacies
  • Internet
  • Linguistics ' Language learners
  • music
  • Popular culture ' Digital/media literacies
  • Specific media (hypertext
  • Teacher education; professional development
  • text features ' Content literacy
  • Text types

ASJC Scopus subject areas

  • Education


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