Keeping Up With… Eco-literacy

This edition of Keeping Up With… was written by Piper Cumbo.

Piper Cumbo is instruction coordinator and instruction librarian at the Auburn University Libraries, email: plc0022@auburn.edu.

What is Eco-literacy?

As libraries assume increasingly diverse roles within our information ecosystem and embrace a variety of literacies—including financial, data, and AI literacies—it's essential to integrate eco-literacy into our information literacy practices and programming. This integration can foster a deeper understanding of environmental issues and sustainability among the library community.

Eco-literacy, although not a new concept, has become increasingly significant considering the ecological crises we face today. Introduced by David Orr in the late 1980s and 1990s,[1] eco-literacy encompasses an understanding of how individuals and societies interact with each other and the natural world, as well as how these interactions can be conducted sustainably.

Also known as ecological literacy,[2] green literacy,[3] environmental literacy, and sustainability literacy, core components of eco-literacy include awareness of the interconnectedness of life and understanding of the world as a physical system. An ecologically literate individual understands ecosystems, sustainability, and environmental issues through cause-and-effect relationships.

Role of Libraries and Librarians in Eco-literacy

As librarians, we understand our role in the education and academic ecosystem, but do we respond to our role in the natural world ecosystem of which we are a part? As the current ecological crisis continues to intensify, librarians and libraries could take on a significant role in addressing this large-scale challenge. By positioning themselves as educational hubs, libraries can effectively promote ecological knowledge within their communities, leading to increased environmental awareness and action. [4]

In 2018, Petra Hauke argued that libraries should lead in promoting green literacy and eco-literacy, as they serve the diverse needs of all community members. Hauke emphasized that it is a moral obligation for libraries to actively contribute to sustainability education, thereby fulfilling their responsibility to cultivate informed and engaged communities. [5] However, a recent survey of librarians in California, Georgia, and Florida revealed that some respondents believed libraries should not advocate for environmental sustainability in their communities to avoid influencing public opinion or "taking sides." [6]

Regardless of these different approaches, there are a variety of strategies libraries and librarians can take to increase eco-literacy on campus.

Strategies For Eco-literacy Integration and Collaboration

While some libraries currently incorporate green, environmental, or sustainable literacy practices in their physical spaces, widespread misinformation surrounding climate change and our planet warrant an increased focus on integrating ecological awareness content into information literacy sessions. Green information literacy [7] incorporates the core of information literacy seeking abilities — effectively locate, assess, combine, and use trustworthy information sources for making informed decisions- but, concerning environmental matters, it also aims to increase individuals' awareness of the consequences of their information behaviors. Today’s generation of college students, known commonly as Generation Z, is found to be particularly at risk and in need of these skills due to the rise of AI and the decline of environmental ethics [8].

When presenting ecologically related topics in information literacy sessions, incorporate teaching methods that cultivate “habits of mind” related to the scientific method. Education that promotes scientific thinking within the framework of ecological science aligns well with the objectives of eco-literacy education. [9] Additionally, as more teaching librarians incorporate AI literacy into lesson plans, it’s essential to address AI’s negative environmental impact. [10]

Librarians could also incorporate relevant ecological content that addresses community needs. This can be achieved through various programming options such as book clubs,[11] workshops, and community discussions. By collaborating with local environmental organizations, they can invite experts to share knowledge on these topics, enhancing the community's learning experience. For example, inviting speakers for workshops and community discussions about the Homegrown National Park [12] an organization that aims to increase biodiversity on homeowners' properties by offering workshops and tutorials on native gardening. Additionally, libraries can offer a place where the community can find the seeds to grow native and edible plants on their property, such as those offered by the Sewanee Seed Library. [13]

The Green Library movement introduced sustainable practices involving library buildings, incorporating green technologies and materials into facilities that may not be able to undergo complete reconstruction. [14] The most common environmentally sustainable practices in libraries focus on the principles of reducing, reusing, and recycling (the 3Rs). [15] Additionally, many libraries feature sustainable green spaces, such as gardens or green roofs. The garden spaces often include native plants, which help support local biodiversity and foster pollinator habitats. [16] Another common addition to library spaces is the implementation of preventative measures, such as placing stickers on windows to reduce bird strikes. Libraries with large windows can pose a hazard to birds in flight, as the reflection in the glass can be misleading, causing collisions. [17]

Implementing Eco-literacy Initiatives

Library professional organizations provide guidelines and funding opportunities, host webinars, and publish best practices for sustainability and fostering ecological knowledge in the community. IFLA [18] and ALA [19] have made significant efforts to support libraries in these initiatives. For further information regarding eco-literacy educational content, visit the Center for Ecoliteracy website. There are a variety of actions individuals can take that could foster and enhance eco-literacy within our communities.

Notes

[1.] Orr, D. W. (1991). Ecological literacy: Education and the transition to a postmodern world. State University of New York Press.

[2.] McBride, B. B., Brewer, C. A., Berkowitz, A. R., and Borrie, W. T. (2013). “Environmental literacy, ecological literacy, ecoliteracy: What do we mean and how did we get here?” Ecosphere, 4(5), art67. https://doi.org/10.1890/ES13-00075.1.

[3.] Hauke, P. (2018). From information literacy to green literacy: Training librarians as trainers for sustainability literacy. https://library.ifla.org/id/eprint/2147.

[4.] McDevitt, J. (2020). “Words That Start With E: Why Librarians Should Fight Climate Change and Climate Change Denial.” Pathfinder: A Canadian Journal for Information Science Students and Early Career Professionals, 1(1), 10-16.

[5.] Hauke, P. (2018). From information literacy to green literacy: Training librarians as trainers for sustainability literacy. https://library.ifla.org/id/eprint/2147.

[6.] Ren, X. (2025). “Libraries’ environmentally sustainable practices and services in California, Florida, and Georgia.” IFLA Journal, 51(2), 442-456.

[7.] Kurbanoğlu, S., and Boustany, J. (2014). “From Green Libraries to Green Information Literacy.” In S. Kurbanoğlu, S. Špiranec, E. Grassian, D. Mizrachi, & R. Catts (Eds.), Information Literacy. Lifelong Learning and Digital Citizenship in the 21st Century. Springer International Publishing, 47–58. https://doi.org/10.1007/978-3-319-14136-7_6.

[8.] Rahmat, H. K., Syah, N., Barlian, E., Dewata, I., Fajrian, A., Meidiyustiani, R., and Mamah, B. (2025). “Generation Z and Ecological Literacy: Building a Conscious and Sustainable Future.” Journal of Environmental Nanotechnology, 14(1), 165-171. https://doi.org/10.13074/jent.2025.03.2511278.

[9.] Long, T. M., Dauer, J. T., Kostelnik, K. M., Momsen, J. L., Wyse, S. A., Speth, E. B., and Ebert-May, D. (2014). “Fostering ecoliteracy through model‐based instruction.” Frontiers in Ecology and the Environment, 12(2), 138-139. https://doi.org/10.1890/1540-9295-12.2.138.

[10.] Dierking, Amber (2024) "Artificial Intelligence in Information Literacy? The Green Critique," LOEX Quarterly, 50 (4), Article 6. https://commons.emich.edu/loexquarterly/vol50/iss4/6.

[11.] Cumbo, P. (2025, June). “Did Reese pick this book yet?”: Fostering Eco-literacy in a Campus Book Club. [Poster presentation]. The Innovative Library Conference, Williamsburg, VA. https://theinnovativelibraryclassroom.weebly.com/2025-conference.html.

[12.] Homegrown National Park, https://homegrownnationalpark.org/.

[13.] Sewanee Seed Library, https://library.sewanee.edu/seedlibrary.

[14.] Antonelli, M. (2008). “The green library movement: An overview and beyond.” Electronic Green Journal, 1(27). https://doi.org/10.5070/G312710757.

[15.] Ren.

[16.] Houston County Public Library Native Plant Garden, https://houpl.org/services/native_plant_garden.php.

[17.] For more information on bird strike prevention measures on library windows, please visit: https://www.slu.edu/news/announcements/2018/july/pius-bird-proofing.php.

[18.] International Federation of Library Associations and Institutions (IFLA), Environment, Sustainability and Libraries Section. https://www.ifla.org/units/environment-sustainability-and-libraries/.

[19.] American Library Association (ALA), Sustainability Round Table (SustainRT), https://www.ala.org/sustainrt.