Ecological literature can shift environmental identities and attitudes

Ecological literature, which encompasses a wide array of literary works that focus on ecological issues, began growing in popularity in the 1980s. Research shows that reading ecological literature can influence how people perceive and value the environment, increase their concern and care for the natural world, inspire pro-environmental behaviors, and encourage the pursuit of environmental careers. This study explored how reading ecological literature can shift one's environmental identity, or one's perception of their place in nature.

The research took place in Edinburgh, Scotland, where the author started a green book group. The author recruited participants for the book group through personal and professional networks. Twelve people elected to participate in the eight-month study, although three dropped out during the study period. Participants ranged in age from 30s to 60s and came from a variety of academic and professional backgrounds. The group was heavily female (10 females and 2 males), and all group members were British.

The group met once per month over the course of eight months. Up to seven participants were at each of the group gatherings. Between meetings, participants read an ecological book that had been recommended and approved by the group. The group chose to read mostly ecological memoirs, though they also read some works of fiction. During the group meetings, the researcher acted as a participant-observer, periodically participating in discussions but mostly deferring to others in the group to drive conversational directions. During the first few meetings, the group member who had suggested the book of the month would initiate a group discussion. However, as group members became more familiar with each other and more accustomed to sharing their thoughts about the books, discussions became more informal, with group members taking turns guiding the conversation. The author recorded and transcribed group discussions and analyzed transcriptions for common themes.

The researcher identified several common experiences among the participants. First, participants emphasized the importance of connecting with the narrator/author of the book. They spoke about having something akin to a conversation with the narrator/author while reading, and they indicated that this experience was like talking to a good friend. These conversations with narrators/authors were particularly impactful when group members read ecological memoirs. Participants also stressed that the author's professional background was an important factor in whether they enjoyed the book; they expressed deeper appreciation for books whose authors had the requisite training and education to write with authority on the chosen topic. For example, participants unanimously agreed that Wildwood, by Roger Deakin, was particularly impactful in terms of their values, worldviews, and behaviors. Participants were impressed by Deakin's credentials and moved by his ability to write poetically about science. Conversely, participants responded less favorably to a book written by an author without a deep understanding of the natural world.

Second, participants indicated they were moved most by the books that married science and poetry/aesthetics. They expressed appreciation for the authors who wrote about science in a poetic, soulful, and thoughtful way. This manner of writing spoke to all group members, each of whom was able to connect the readings to their personal conceptions of ecological self. For example, a scientist in the group felt a connection to Wildwood because the narrative resonated with her views of the natural world. A non-scientist in the group described feeling equally moved by Wildwood because its poetic language evoked feelings of connectedness with nature.

Third, participants spoke about how reading ecological literature shifted their perceptions of and attitudes toward nature. They indicated that reading ecological literature encouraged them to explore their own notions of self and redefine their environmental identities. For example, one participant spoke about how she had no previous interest in moss but after reading one of the assigned books she gained a deep appreciation and keen eye for moss. Participants also indicated that the readings made them feel like they were part of, rather than separate from, nature.

This study was limited in scope. It explored the short-term impacts of a green book group; longer term impacts of reading ecological literature cannot be inferred from the results of this study. Further, only 12 (and ultimately, only nine) people participated in the green book group, and the group was culturally and geographically homogenous. Thus, the results are not generalizable to other populations; the same study in another location with another group of people would likely yield different results. Additionally, all group members elected to participate in the green book group, indicating that they likely already had an interest in the environment. Finally, the researcher acted as participant-observer and, as such, might have influenced group discussions and results.

The author recommends that environmental education practitioners make a concerted effort to transcend disciplinary boundaries. The author believes that environmental education is multidisciplinary and should be taught as such. The author emphasizes that greater learning can take place when educators make thoughtful connections among natural sciences, literature, social sciences, and creative writing. She also encourages practitioners to integrate ecological literature into environmental education as one way to shift people's environmental attitudes, values, behaviors, and identities.