Environmental Media Literacy in the Conditions of Sustainable Development
DOI:
https://doi.org/10.31548/philolog15(2).2024.09Abstract
Introduction. In the modern world, everything changes rapidly, and changes, worsening the natural balance between used and reproduced, which has become the cause of catastrophic environmental degradation on the scale of the biosphere, as well as a threat to the environment and human health. Thinking about ways to overcome this crisis and eliminate (or reduce pressure) threats has led the world to the concept of sustainable development, which, among other things, relies on environmental literacy.
Methods. A number of general scientific and linguistic methods were used in the research. In particular, the methods of analysis, synthesis, deduction and induction, discourse analysis, and the descriptive method are used to substantiate the theoretical base of the research and generalize own observations. The terminological analysis is applied to the consideration of the concepts of "ecological literacy", "ecological media literacy", "ecomedia literacy".
Results and discussion. Discourse analysis gave reasons to conclude that the concepts of "literacy" and "environmental literacy" have evolved significantly over the last century. It is emphasized that in the context of sustainable development, environmental literacy is a key concept for shaping and correcting the behavior of each individual in order to consciously respond to environmental challenges in the modern world. Environmental literacy is interpreted as a concept that is the basis for future conscious, responsible perception of the environment, decision-making and taking actions to restore balance in the living environment, as well as knowledge, skills and motivation to prevent new environmental threats. This interpretation is based on the ideology of sustainable development. Awareness of ecological problems and care for the environment for its preservation and restoration is a modern global strategy for the development of mankind. The components of environmental literacy are proposed. It is noted that environmental literacy is based on the concept of environmental protection through awareness. The role of the media in solving environmental threats is traced. On the example of the National University of Life and Environmental Sciences of Ukraine, the article shows the formation of environmental literacy through the content of the disciplines of the specialty "Journalism".
References
Dzham, O. A. (2016). Environmental competence as an indicator of the quality of environmental education and environmental safety in the system of principles and strategies of sustainable development. Bulletin of V. N. Karazin Kharkiv National University. Series: Ecology. Issue 14. P. 102-105. Retrieved from: http://nbuv.gov.ua/UJRN/VKhNU_2016_14_17
Department of Journalism and Language Communication of the National University of Life and Enviromental sciences of Ukraine (site) [Electronic resource]. Retrieved from: https://nubip.edu.ua/node/1874
The concept of national-patriotic education in the systems and education of Ukraine: order of the Ministry of Education and Science of Ukraine dated 06.06.2022 No. 527 https://imzo.gov.ua/dokumenti/nakazi-mon-ukrayini/
Kostrytsia, N.M., Mazur, N.V. (2019). Media literacy of future journalists – the need for time // Theory and history of social communications. Vol. 30 (69), No. 1. Part 2. P. 133–136.
Lipych, I. I. (2016). Ecological competence as a product of ecological education and ecological education. Philosophy and political science in the context of modern culture, 3(12), 107-112.
Markova, V.A. (2020). Experts in the media: from technology to ecology. Herald of V. N. Karazin Kharkiv National University. "Social Communications" series. No. 17.
On the concept of environmental education in Ukraine: Decision of the board of the Ministry of Education and Culture No. 13/6-19 dated 12.20.2001. [Electronic resource]. Retrieved from: https://zakononline.com.ua/documents/show/441315___441380
On the Sustainable Development Goals of Ukraine for the period until 2030: Decree of the President of Ukraine dated September 30, 2019 No. 722/2019. [Electronic resource]. Retrieved from: https://zakon.rada.gov.ua/laws/show/722/2019#Text
Serdyuk, N. A. (2021). Environmental literacy as a factor in the consolidation of Ukrainian society. Analytical and comparative law. No. 2. P. 34—38. https://doi.org/10.24144/2788-6018.2021.02.6
Kharchenko, S. V., Shynkaruk V. D. (2022). Functional parameters of ecological communication. International journal of philology. No. 13 (2). P. 74-86. DOI: http://dx.doi.org/10.31548/philolog2022.02.008
Bissinger,, K., Bogner, F.X. (2018). Environmental literacy in practice: education on tropical rainforests and climate change. Environ Dev Sustain 20, 2079–2094. https://doi.org/10.1007/s10668-017-9978-9
Biswas, A. A (2020). Nexus between environmental literacy, environmental attitude and healthy living. Environ Sci Pollut Res 27, 5922–5931. https://doi.org/10.1007/s11356-019-07290-5
Blevins, J. L., Lee, J. J., McCabe, E. E., & Edgerton, E. (2019). Tweeting for social justice in Ferguson: Affective discourse in Twitter hashtags. New Media & Society, 21(7), 1636–1653. https://doi.org/10.1177/1461444819827030
Kaya, V.H.; Elster, D. A. (2019). Critical Consideration of Environmental Literacy: Concepts, Contexts, and Competencies. Sustainability , 11, 1581. https://doi.org/10.3390/su11061581
Lopez, A. (2020). Expanding Ethics to the Environment with Ecomedia Literacy. The Handbook of Media Education Research, pp. 383-397. https://onlinelibrary.wiley.com/doi/book/10.1002/9781119166900 doi: 10.1002/9781119166900.ch36
McBride, B. B., C. A. Brewer, A. R. (2013). Berkowitz, and W. T. Borrie. Environmental literacy, ecological literacy,ecoliteracy: What do we mean and how did we get here? Ecosphere 4(5):67. http://dx.doi.org/10.1890/ES13-00075.1 (https://esajournals.onlinelibrary.wiley.com/doi/epdf/10.1890/ES13-00075.1)
Nichols, T. Philip, LeBlanc, Robert Jean (2021) Media education and the limits of “literacy”: Ecological orientations to performative platforms, Curriculum Inquiry, 51:4, 389-412, DOI: 10.1080/03626784.2020.1865104
UNESCO Education Sector (2004). The plurality of literacy and its implications for policies and programs: position paper. UNESCO, Paris, France. http://unesdoc.unesco.org/images/0013/001362/136246e.pdf
Kaya, V.H.; Elster, D. (2018). Comparison of the Main Determinants Affecting Environmental Literacy between Singapore, Estonia and Germany. Int. J. Environ. Sci. Educ. 2018, 13, 1–17
UNESCO (1977). Intergovernmental Conference on Environmental Education Final Report; UNESCO: Tbilisi, Georgia. Retrieved from: https://www.gdrc.org/uem/ee/tbilisi.html
Issue
Section
License
Relationship between right holders and users shall be governed by the terms of the license Creative Commons Attribution – non-commercial – Distribution On Same Conditions 4.0 international (CC BY-NC-SA 4.0):https://creativecommons.org/licenses/by-nc-sa/4.0/deed.uk
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
