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Roth, C. (1992)
Environmental Literacy: Its Roots, Evolution and Directions in the 1990's
Nominal Environmental Literacy:
Knowledge Strand--Nominally environmentally literate individuals are familiar with:
The nature of the basic components of elemental systems (e.g., living and non-living things, requirements for life).
Types and examples of interactions between humans and nature.
Basic components of societal systems.
Affective Strand--have affective sensitivities about:
Appreciation of both nature and society.
Elementary sensitivity and empathy for both nature and society.
Elemental perceptions of points of conflict between nature and society.
Skill Strand-- have skills of:
Identifying and defining problems.
Recognizing issues surrounding identified problems or proposed solutions (e.g. latent and visible conflicts).
Behavior Strand--demonstrate:
Familial, school and organization activities and habits aimed at maintenance of environmental quality.
Responding and coping behaviors.
Functional Environmental Literacy
Knowledge Strand--The functional environmentally literate citizen, in addition to the knowledge of the nominally literate, has knowledge of and understanding of a number of ecological, economic, geographic, religious, educational and political processes and understanding of the effects/impacts of humans on natural systems, including (abbreviated listing):
Population dynamics
Interactions
Interdependence
Thinking in terms of time frames or scales
Skill Strand-- The functionally environmentally literate demonstrate basic skills in analyzing problems and issues and conducting investigations of problems and issues using primary and secondary resource/strategies such as (abbreviated listing):
Identifying environmental issues.
Seeking historical background of issues.
Investigating environmental issues.
Evaluating sources of information.
Analyzing environmental issues from various perspectives.
Applying ecological concepts to predicting probable ecological consequences.
Identifying alternative solutions and value perspectives
Evaluating alternative solutions.
Conducting basic risk analysis.
Identifying and clarifying his/her value positions.
Examining issues from local, national, regional, and international points of view.
Thinking in terms of systems.
Demonstrating ability to forecast, to think ahead, plan.
Affect Strand-- the functionally environmentally literate demonstrate such basic affects, attitudes and values as:
Identification with, and feelings of concern for, both society and the environment.
Willingness to recognize and choose among differing value perspectives associated with problems and issues.
Internal locus of control.
Treating public and private property with equal respect.
Sense of stewardship.
Behavior Strand--the functionally environmentally literate moves to action through selected lifestyle activities/behaviors and community/organizational behaviors demonstrated by:
Taking action positions and actions based on best available knowledge.
Taking individual and/or group action through: persuasion, consumerism, political action, legal action, ecomanagement
Operational Environmental Literacy
Skill Strand-- Skills involved with evaluating problems and issues on the basis of available evidence (facts) and personal values and skills used in planning, implementing, and evaluating solutions, including using the process skills of scientific inquiry:
using ability to forecast, to think ahead, plan
using ability to separate number, quantity, quality, and value
imagining
connecting
valuing and value analysis
using primary and secondary sources of information
using ability to separate fact from opinion
determining the roles played by differing human beliefs and values in environmental issues
Affect Strand--Affects, attitudes and values, that indicate a valuation of both nature and society, a sense of investment in and responsibility for the resolution of problems and issues along with a respect for both nature and society and a willingness to participate in, and show a sense of efficacy toward the resolution of problems and issues including (abbreviated listing):
Awareness of and sensitivity to the total environment and its allied programs
Motivation to actively participate in environmental improvement and protection
Taking into account historical perspectives while focusing on current and potential environmental situations
Strong internal locus of control
Personal responsibility: recognition of impacts of personal behavior; acceptance of personal responsibility for the impacts; willingness to help correct or avoid negative impacts
Behavior Strand-- Actions that demonstrate leadership in working toward the resolution of problems and issues including:
Evaluating actions with respect to their impact on quality of life and environment
Providing verbal commitments
Working to maintain biological and social diversity
Continually examining and reexamining the values of the culture
Making decisions based on beneficence, justice, stewardship, prudence, cooperation, and compassion
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