LibGuides: Green Week Library Resources: Communication & Education

Books and eBooks

Sustainability: a history [eBook] / Jeremy L. Caradonna

Interrogating the anthropocene : ecology, aesthetics, pedagogy, and the future in question [eBook] / Jan Jagodzinski

Rethinking environmental education in a climate change era: weather learning in early childhood [eBook] / Tonya Rooney

Sustainable media : critical approaches to media and environment [eBook] / Nicole Starosielski, Janet Walker.

Children's rights and sustainable development: interpreting the UNCRC for future generations [eBook] / Claire Fenton-Glynn

Covering the environment : how journalists work the green beat [eBook] / Bob Wyss

Handbook of anti-environmentalism [eBook] / David Tindall

Climate change, politics and the press in Ireland / David Robbins

Sustainability: a history / Jeremy L. Caradonna

Researching early childhood education for sustainability: challenging assumptions and orthodoxies / Sue Elliott, Eva Arlemalm-Hagser and Julie Davis

The outdoor classroom in practice, ages 3-7: a month-by-month guide to forest school provision / Karen Constable

Conservation education and outreach techniques / Susan K. Jacobson, Mallory D. McDuff, and Martha C. Monroe

Forest School and outdoor learning in the early years / Sara Knight

Learning with nature: a how-to guide to inspiring children through outdoor games and activities / Marina Robb, Victoria Mew and Anna Richardson

Articles, Journals & Online Resources

ARROW@TUDUBLIN Embedding sustainability in food degrees: A Case-study of service-learning as a signature pedagogy for developing food sustainability competencies by Julie L. Dunne, Catherine Barry-Ryan and Cormac H. MacMahon ABSTRACT Food production and consumption are emblematic of challenges to operate within planetary boundaries, whilst providing minimum access for all. They draw on natural and human resources and are de facto drivers of land-use. Moreover, their recognition in the United Nations Sustainable Development Goals has spurred growing awareness of food system fragility reflected in dietary orientation, waste streams and food security. Education is a key lever in transformation for food system resilience. Yet, food sustainability competencies and their signature pedagogies are in their infancy. This paper offers a reflection of their development at TU Dublin’s School of Food Science & Environmental Health, which has integrated sustainability in its strategic orientation. Foundations for transformation emerged in 2020 when the School co-created, with its students, a professional development programme to build capacity for integrating sustainability in its education portfolio. Informed by industry, publications and policy frameworks, the programme assimilated inputs from stakeholders across the food system, including enterprise and the public sector, food professionals and sustainability experts. The School joined an Erasmus+ funded initiative to create a model for developing sustainability competences through service learning (NEMOS). An initial benchmarking was undertaken using a TU Dublin tool that mapped modules to the SDGs and measured sustainability embeddedness using AASHE-STARS. A thematic analysis of staff interviews and student focus groups revealed 70 food sustainability competencies over 9 categories: farm practice; climate change; product development; circular bioeconomy; waste reduction and valorsiation; measurement and reporting; food safety regulation; environmental impact; and sustainable food business. It noted congruence between skills developed through service learning and the epistemological basis for sustainability. Perceived barriers to transformation included regulation; slow adoption of innovation; supply chain fragility and marketing orientation. Whilst this case is limited to one school’s journey, it contributes to an understanding of food-sustainability competency development through service learning.
Publication Date: 9 Feb 2024
ARROW@TUDUBLIN Instructors' expectations and objectives for integrating sustainable development and ethical issues into the curriculum by Tauno Aki Tepsa, Juhani Angelva and Maisa Tuulikki Mielikainen ABSTRACT The integration of sustainable development and ethical issues into the curriculum is increasingly important in higher education. The study surveyed 17 instructors in ICT engineering education at Lapland University of Applied Sciences who were involved in curriculum development to explore their expectations and objectives in integrating sustainable development and ethical issues into their courses. Although most instructors had a good understanding of sustainable development and ethical issues, not all saw them as relevant to their courses. Those who did incorporate these themes focused on topics such as energy conservation, social sustainability, and sustainability and ethics in solutions. However, almost half of the instructors did not plan to incorporate ethical issues into their courses, and those who did focus on copyright, artificial intelligence, and source criticism. Instructors expressed the need for themed discussion sessions and expert lectures to enhance their knowledge and skills. The study's results suggest the need for more effective strategies to incorporate sustainable development and ethical issues into ICT education. The findings of this study could support academics in their ongoing efforts to incorporate ethical and sustainable development concerns into their curricula.
Publication Date: 51st Annual Conference of the European Society for Engineering Education (SEFI) - 2023
ARROW@TUDUBLIN Grassroot Power of Communities of Practice - The Case of SDG Literacy by Olivia Freeman, Lucia Walsh, Cormac McMahon and Alacoque McAlpine ABSTRACT With emerging consensus on an urgent need to address the potentially catastrophic issues of climate change, threats to the natural world and social injustice, Generation Z is spearheading a quiet revolution, elevating sustainability from desirable to essential. Achievement of the UN SDGs has emerged as a megatrend (Mittelsaedt et al., 2014) and universities are playing a key role in developing graduates’ sustainability knowledge, skills and mindsets (Andrews and Soares, 2017). To empower our students to solve ‘wicked sustainability problems’ (Levin et al., 2012) we, as educators, need to move beyond our discipline silos and develop cross-disciplinary collaborations that lead to innovations in our teaching, learning and assessment. We will present exemplars in practice emerging from a university-wide Community of Practice (CoP) (Wenger, 2015) in sustainability literacy called SDG Literacy which was established in 2020. The comprehensive nature of the SDG framework has brought colleagues from various disciplines together, such as business, engineering, chemistry, tourism, culinary arts and social work. The SDG Literacy CoP focuses on and promotes the enhancement of sustainability literacy and organically developing some of the key competencies listed under the new European GreenComp framework (Bianchi et al., 2022) among faculty and student cohorts. These growing impactful initiatives are aligned with Education for Sustainable Development (ESD) and the broader strategic aims of the university. Collaborative initiatives emerged such as co-creation of CPD in Education for Sustainability for staff, sustainability focused modules for students from different disciplines, creation of open educational resources (OERs), regular showcases of excellence of practice events, integrated assessments and development of collaborative industry-based partnerships. The SDG Literacy CoP and its growing influence within the university is an excellent example of the power of grassroot cross-disciplinary communities of practice to catalyse the promotion of sustainability strongly supported by our students - future leaders - and matched by the strategic university focus on people, planet and partnerships. In a call to action, we hope to inspire participants, by our story, to apply ideas of interdisciplinarity in practice.
Publication Date: 4 July 2023
An investigative journalist and a stand-up comic walk into a bar: The role of comedy in public engagement with environmental journalism by Caty Borum Chattoo and Lindsay Green-Barber ABSTRACT Public engagement with investigative journalism content is a challenging pursuit in the competitive digital era. As investigative journalism organizations innovate to engage the public, leveraging comedy may be worth considering, given comedy’s ability to attract attention and encourage public sharing. To explore this proposition, an investigative reporting collaborative project about toxic environmental contamination in New Jersey, Dirty Little Secrets, worked with stand-up comics to translate investigative news material into stand-up comedy routines performed in front of two live audiences. Through post-viewing surveys, this study found that the stand-up comedy show audiences learned factual information and perceived comedians as credible sources of environmental contamination information. In-depth interviews with one participating journalist and four participating stand-up comics reveal a positive collaborative experience.
Publication Date: 18 March 2018
Journalism, environmental issues, and sport mega-events: a study of South Korean media coverage of the Mount Gariwang Development for the 2018 PyeongChang Winter Olympic and Paralympic Games by Liv Yoon and Brian Wilson ABSTRACT Few studies on sport and communication consider how environmental issues are reported on—especially in non-Western media. In this article, we report findings from a study of South Korean mainstream and alternative print media coverage of the controversial development of Mount Gariwang for the 2018 PyeongChang Winter Olympic and Paralympic Games. Our study focused on (1) how the decisions and events unfolding around the development of Mount Gariwang were portrayed in South Korean mainstream and alternative news coverage and (2) how the issues at play were politicized and/or depoliticized within and across these outlets. We found that differences in coverage of environmental issues were starkest between, on one side, conservative mainstream media and, on the other side, left-leaning mainstream and alternative media outlets. We also found that environmental controversies were variably politicized or depoliticized in differently positioned media outlets—with left leaning and alternative media highlighting concerns about Olympic-related hypocrisy and corruption, and right-leaning media usually featuring depoliticizing statements from Olympic and government elites. All media outlets highlighted questions about why viable and existing venues were not being used instead of Mount Gariwang, with economic and environmental issues being emphasized differently across outlets. We conclude with reflections on the relevance of our findings for considering links between sport, mediatization, journalism, and environmental politics and suggestions for future research in international coverage of sport- and mega-event-related environmental issues.
Publication Date: 22 Nov 2018
Animation in environmental journalism: effects on news perception and information seeking by Ran Duan, Laura Crosswell and Kari Barber ABSTRACT An experiment with 413 US participants was conducted to examine the role of animation in environmental journalism. Results show that there was no consistent modality effect (live-action vs. animation) on news perception and information-seeking across environmental topics. Specifically, animation was favored in the communication of fracking. On climate change, concern for the issue moderates the modality’s effect on news perceptions, information-seeking. The findings contribute to the literature of effective visual environmental communication by incorporating the modality effects perspectives, while also offering practical advice on how to effectively use animation to promote audience trust, news enjoyment, information-seeking with various environmental issues.
Publication Date: 18 May 2021
Setting an agenda to tackle environmental issues with data and collaboration by Mathias Felipe de Lima Santons ABSTRACT The environmental crisis and more recently climate emergency have driven news media outlets to create editorial brands that specifically cover these topics. To make itself heard in a market for environmental news that is increasingly dominated by global media outlets, La Nación (Argentina) has leveraged its reporting on the topic by developing a novel editorial brand focused on environmental data journalism: “Proyecto Naturaleza.” Through the lens of data journalism and collaborative journalism, this article relies on methods such as participant observation and in-depth interviews to understand the practices, norms, and routines adopted by La Nación to produce data journalism focused on environmental topics. The results indicate three specific pillars for such journalism: climate change, biodiversity, and audience participation. The team sets an agenda based on these topics in light of annual events or large celebrations, resulting in a calendar of proposed activities (the production of data stories or crowdsourcing actions). The data team holds meetings with different individuals and organizations from different sectors to identify distinct perspectives on environmental issues to discuss undertakings and collaborate as needed with these actors. La Nación also emphasizes involving audiences on a deeper level, transforming their traditional role as passive recipient into active participant.
Publication Date: 30 Jan 2022
Learning with nature and learning from others: nature as setting and resource for early childhood education by MacQuarrie, Sarah; Nugent, Clare; Warden, Claire Nature-based learning is an increasingly popular type of early childhood education. Despite this, children’s experiences—in particular, their form and function within different settings and how they are viewed by practitioners—are relatively unknown. Accordingly, the use of nature as a setting and a resource for learning was researched. A description and an emerging understanding of nature-based learning were obtained through the use of a group discussion and case studies. Practitioners’ views demonstrated their eagerness to share experience that ranged from positive examples to challenges encountered within practice. Case studies recorded in a Scottish nature kindergarten and two Nordic counterparts take a situated view of nature-based learning. Findings indicate that nature is utilised as setting, as resource and as educator within children’s learning and this holds true within different countries. Local, social and cultural contexts exert influence on pedagogical practice and implications for practice based upon these are given.
Publication Date: 2015