A unifying, boundary crossing approach to developing climate literacy

Hdl Handle:
http://hdl.handle.net/10034/620396
Title:
A unifying, boundary crossing approach to developing climate literacy
Authors:
Hindley, Ann; Wall, Tony
Abstract:
Empirical evidence suggests that educational approaches to climate change remain limited, fragmented, and locked into disciplinary boundaries. The aim of this paper is to discuss the application of an innovative unifying, boundary-crossing approach to developing climate literacy. Methodologically, the study combined a literature review with an action research based approach related to delivering a Climate Change Project conducted in a mid-sized university in England. Findings suggest the approach created a unifying vision for action, and did so across multiple boundaries, including disciplinary (e.g. psychology, engineering, business), professional services (e.g. academic, library, information technology), and identity (e.g. staff, student, employee). The project generated a number of outcomes including extensive faculty level climate change resources, plans for innovative mobile applications to engage people in climate literacy, and new infrastructural arrangements to continue the development of practice and research in climate change. This paper outlines empirical insights in order to inform the design, development, and continuity of other unifying, boundary-crossing approaches to climate literacy.
Affiliation:
University of Chester
Citation:
Hindley, A., & Wall, T. (2017 - in press). A unifying, boundary crossing approach to developing climate literacy. Sustainability in the Curriculum of Universities: teaching approaches, methods, examples and case studies. London, United Kingdom: Springer.
Publisher:
Springer
Publication Date:
2017
URI:
http://hdl.handle.net/10034/620396
Type:
Book chapter
Language:
en
ISBN:
TBC
Appears in Collections:
Centre for Work Related Studies

Full metadata record

DC FieldValue Language
dc.contributor.authorHindley, Annen
dc.contributor.authorWall, Tonyen
dc.date.accessioned2017-02-21T14:38:54Z-
dc.date.available2017-02-21T14:38:54Z-
dc.date.issued2017-
dc.identifier.citationHindley, A., & Wall, T. (2017 - in press). A unifying, boundary crossing approach to developing climate literacy. Sustainability in the Curriculum of Universities: teaching approaches, methods, examples and case studies. London, United Kingdom: Springer.en
dc.identifier.isbnTBC-
dc.identifier.urihttp://hdl.handle.net/10034/620396-
dc.description.abstractEmpirical evidence suggests that educational approaches to climate change remain limited, fragmented, and locked into disciplinary boundaries. The aim of this paper is to discuss the application of an innovative unifying, boundary-crossing approach to developing climate literacy. Methodologically, the study combined a literature review with an action research based approach related to delivering a Climate Change Project conducted in a mid-sized university in England. Findings suggest the approach created a unifying vision for action, and did so across multiple boundaries, including disciplinary (e.g. psychology, engineering, business), professional services (e.g. academic, library, information technology), and identity (e.g. staff, student, employee). The project generated a number of outcomes including extensive faculty level climate change resources, plans for innovative mobile applications to engage people in climate literacy, and new infrastructural arrangements to continue the development of practice and research in climate change. This paper outlines empirical insights in order to inform the design, development, and continuity of other unifying, boundary-crossing approaches to climate literacy.en
dc.language.isoenen
dc.publisherSpringeren
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en
dc.subjectClimateen
dc.subjectClimate changeen
dc.subjectClimate literacyen
dc.titleA unifying, boundary crossing approach to developing climate literacyen
dc.typeBook chapteren
dc.contributor.departmentUniversity of Chesteren
dc.date.accepted2017-02-09-
or.grant.openaccessYesen
rioxxterms.funderUnfundeden
rioxxterms.identifier.projectUnfundeden
rioxxterms.versionAMen
rioxxterms.licenseref.startdate2217-02-21-
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