Skip to content
2018
Volume 102, Issue 4
  • ISSN: 0360-9170
  • E-ISSN: 1943-2402
side by side viewer icon HTML

Abstract

Guided by a critical literacies orientation, this multi-sited case study emphasizes the devastating and poignant climate questions children grapple with through closely examining children’s illustrations.

Loading

Article metrics loading...

/content/journals/10.58680/la20251024171
2025-03-01
2026-06-07
Loading full text...

Full text loading...

/deliver/fulltext/la/102/4/languagearts1024171.html?itemId=/content/journals/10.58680/la20251024171&mimeType=html&fmt=ahah

References

  1. Alladin E. (2021) Introducing my nonfiction picture book, Outside, You Notice [Video]. YouTube. https://www.youtube.com/watch?v=HxpEji8oEXI
    [Google Scholar]
  2. Bang M. (2020) Learning on the move toward just, sustainable, and culturally thriving futures. Cognition and Instruction, 38(3), 434–444.
    [Google Scholar]
  3. Bertling J. G., & Moore T. C. (2020) A portrait of environmental integration in United States K-12 art education. Environmental Education Research, 27(3), 382–401.
    [Google Scholar]
  4. Brownell C. J. (2023a) Inventing expert in English language arts: A case study of critical literacies in a third grade classroom. Journal of Early Childhood Literacy, 23(2), 213–235.
    [Google Scholar]
  5. Brownell C. J. (2023b) (Re)Sounding children’s worlds: Making a case for methods that tune in. In Yoon H., Goodwin A. H., & Genishi C. (Eds.), Reimagining diversity, equity, and justice in early childhood (pp. 109–122). Routledge.
    [Google Scholar]
  6. Campbell A., Hughes C., & Riley B. (2023) Backyard birds: A project to integrate science, english, visual literacy, and art. Language Arts, 100(4), 298–303.
    [Google Scholar]
  7. Catanzaro M., & Collin P. (2023) Kids communicating climate change: Learning from the visual language of the School Strike 4 Climate protests. Educational Review, 75(1), 9–32.
    [Google Scholar]
  8. Cutter-Mackenzie A., Edwards S., Moore D., & Boyd W. (2014) Young children’s play and environmental education in early childhood education. Springer.
    [Google Scholar]
  9. Damico J. S., & Baildon M. C. (2022) How to confront climate denial: Literacy, social studies, and climate change. Teachers College Press.
    [Google Scholar]
  10. Datta P. (2023) Cross-cultural community garden learning that supports children’s climate change action. Language Arts, 100(4), 304–306.
    [Google Scholar]
  11. Davis N. R., & Schaeffer J. (2019) Troubling troubled waters in elementary science education: Politics, ethics & black children’s conceptions of water [justice] in the era of Flint. Cognition and Instruction, 37(3), 367–389.
    [Google Scholar]
  12. Fitzgerald M. S. (2023) Facilitating the interplay of text and experience in scientific inquiry. Language Arts, 100(4), 282–294.
    [Google Scholar]
  13. Haggstrom M. (2022) Utilizing a storyline approach to facilitating pupils’ agency in primary school sustainability education context. The Journal of Environmental Education, 53(3), 154–169.
    [Google Scholar]
  14. Holbrook J., & Rannikmae M. (2009) The meaning of scientific literacy. International Journal of Environmental and Science Education, 4(3), 275–288.
    [Google Scholar]
  15. Inwood H. J. (2013) Cultivating artistic approaches to environmental learning: Exploring eco-art education in elementary classrooms. International Electronic Journal of Environmental Education, 3(2), 129–145.
    [Google Scholar]
  16. Janks H. (2010) Literacy and power. Routledge.
    [Google Scholar]
  17. Jones S., Clarke L. W., & Enriquez G. (2009) The reading turn-around: A five-part framework for differentiated instruction (grades 2-5). Teachers College Press.
    [Google Scholar]
  18. Kumpulainen K., Wong C. C., Byman J., Renlund J., & Vadeboncoeur J. A. (2023) Fostering children’s ecological imagination with augmented storying. The Journal of Environmental Education, 54(1), 33–45.
    [Google Scholar]
  19. Luke A. (2014) Defining critical literacy. (Pandya J.Z. & Ávila J., Eds.) (pp. 19–31). Routledge.
    [Google Scholar]
  20. Mayes E., & Center E. (2023) Learning with student climate strikers’ humour: Towards critical affective climate justice literacies. Environmental Education Research, 29(4), 520–538.
    [Google Scholar]
  21. McKnight D. M. (2010) Overcoming “ecophobia”: Fostering environmental empathy through narrative in children’s science literature. Frontiers in Ecology and the Environment, 8(6), e10–e15.
    [Google Scholar]
  22. Medin D. L., & Bang M. (2014) Who’s asking?: Native science, western science, and science education. MIT Press.
    [Google Scholar]
  23. Rousell D., & Cutter-Mackenzie-Knowles A. (2020) A systematic review of climate change education: Giving children and young people a ‘voice’ and a ‘hand’ in redressing climate change. Children’s Geographies, 18(2), 191–208.
    [Google Scholar]
  24. Sams J., & Sams D. (2017) Arts education as a vehicle for social change: An empirical study of eco arts in the K-12 classroom. Australian Journal of Environmental Education, 33(2), 61–80.
    [Google Scholar]
  25. Scane C. D. (2023) Weaving engaging texts and authentic experiences to energize science discourse. Language Arts, 100(4), 295–297.
    [Google Scholar]
  26. Schenkel K. (2022) Noticing and disrupting racialized power hierarchies: Strategies for science teaching and learning. The Science Teacher, 89(6), 18–19.
    [Google Scholar]
  27. Schenkel K., Brownell C. J., & Wargo J. M. (2024) Children communicating care through curiosity walks: Using scientific practices to cultivate knowledge about climate justice. Science and Children, 61(2), 76–82.
    [Google Scholar]
  28. Sholette G., Bass C., & Social Practice Queens (2018) Art as social action: An introduction to the principles and practices of teaching social practice art. Allworth Press.
    [Google Scholar]
  29. Vasquez V. M. (2004) Negotiating critical literacies with young children. Routledge.
    [Google Scholar]
  30. Vasquez V. M., Janks H., & Comber B. (2019) Critical Literacy as a Way of Being and Doing. Language Arts, 96(5), 300–311.
    [Google Scholar]
  31. Ward A. E., Manz E., & Salgado M. (2023) Projectbased learning: A justice-oriented pathway for meaningful science and literacy integration. Language Arts, 100(4), 317–322.
    [Google Scholar]
  32. Wargo J. M. (2019) Examining the making and movement of speculative “withness” in young children’s a/r/tographic collage. Video Journal of Education and Pedagogy, 4(1), 138–150.
    [Google Scholar]
  33. Williams A. D. P, & Gray S. (2023) A more humanizing approach to science via the (w)holistic science pedagogy, language arts, and the United Nations Sustainable Development Goals. Language Arts, 100(4), 329–337.
    [Google Scholar]
  34. Woodard R., Coppola R., & Osorio S. L. (2023) Editors’ introduction: Supporting science literacies. Language Arts, 100(4), 267–268.
    [Google Scholar]
  35. Alladin E. (2021) Outside, you notice. Pajama Press.
    [Google Scholar]
  36. Lord M. (2020) The mess that we made. Flashlight Press.
    [Google Scholar]
  37. Moon E. K. (2021) Drop: A water cycle adventure. Dial Books.
    [Google Scholar]
/content/journals/10.58680/la20251024171
Loading
/content/journals/10.58680/la20251024171
Loading

Data & Media loading...

  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error
Please enter a valid_number test