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Storytelling and climate education: Empowering preservice teachers as readers and leaders through literacy education.

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Title: Storytelling and climate education: Empowering preservice teachers as readers and leaders through literacy education.
Authors: Fletcher, Lauren1 (AUTHOR) lfletcher@csustan.edu, Holyoke, Erica2 (AUTHOR)
Source: Literacy. Sep2025, Vol. 59 Issue 3, p347-359. 13p.
Subject Terms: *Climate change education, *Student teachers, *Literacy, *Storytelling, *Children's literature, *Teacher education, *Environmental literacy, Environmental justice
Abstract: In this paper, we delve into the impact of storytelling in a literacy methods course, exploring how it shaped preservice teachers' (PSTs) perceptions, hopes and actions regarding environmental justice. As PSTs collectively engaged with narratives in children's literature, we investigated how stories of environmentalism equipped them with the knowledge and skills essential for addressing the challenges of climate change that their students will inherit. Grounded in relational literacies, this paper examines PSTs' comprehension of diverse children's literature focused on environmentalism in relation to their sense‐making, personal climate stories and their conceptualisations and enactments of environmental justice. This study underscores the pivotal role of stories in shaping future educators' environmental literacy and in fostering a sense of agency and responsibility. The findings contribute to the discourse on integrating diverse narratives into teacher education, emphasising the potential of literature to inspire meaningful engagement with both literacy learning and environmental justice issues. [ABSTRACT FROM AUTHOR]
Copyright of Literacy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Storytelling and climate education: Empowering preservice teachers as readers and leaders through literacy education.
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  Data: <searchLink fieldCode="AR" term="%22Fletcher%2C+Lauren%22">Fletcher, Lauren</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> lfletcher@csustan.edu</i><br /><searchLink fieldCode="AR" term="%22Holyoke%2C+Erica%22">Holyoke, Erica</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Literacy%22">Literacy</searchLink>. Sep2025, Vol. 59 Issue 3, p347-359. 13p.
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  Data: *<searchLink fieldCode="DE" term="%22Climate+change+education%22">Climate change education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Storytelling%22">Storytelling</searchLink><br />*<searchLink fieldCode="DE" term="%22Children's+literature%22">Children's literature</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Environmental+literacy%22">Environmental literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+justice%22">Environmental justice</searchLink>
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  Data: In this paper, we delve into the impact of storytelling in a literacy methods course, exploring how it shaped preservice teachers' (PSTs) perceptions, hopes and actions regarding environmental justice. As PSTs collectively engaged with narratives in children's literature, we investigated how stories of environmentalism equipped them with the knowledge and skills essential for addressing the challenges of climate change that their students will inherit. Grounded in relational literacies, this paper examines PSTs' comprehension of diverse children's literature focused on environmentalism in relation to their sense‐making, personal climate stories and their conceptualisations and enactments of environmental justice. This study underscores the pivotal role of stories in shaping future educators' environmental literacy and in fostering a sense of agency and responsibility. The findings contribute to the discourse on integrating diverse narratives into teacher education, emphasising the potential of literature to inspire meaningful engagement with both literacy learning and environmental justice issues. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Literacy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/lit.70003
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        Text: English
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      – SubjectFull: Climate change education
        Type: general
      – SubjectFull: Student teachers
        Type: general
      – SubjectFull: Literacy
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      – SubjectFull: Storytelling
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      – SubjectFull: Children's literature
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      – SubjectFull: Teacher education
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              M: 09
              Text: Sep2025
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              Y: 2025
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