Literacy learning can be broadened to integrate issues of sustainability

This paper presents a case study conducted in Sweden and a theoretical discussion linking literacy learning across the curriculum to issues of sustainability. The discussion is based on the understanding that children's own surrounding world could be read as a ''text,” providing opportunities for students to describe, compare and explore the content of texts and places in their neighborhood and to relate what they learn to issues of sustainability.

The case study involved 21 first graders, their teacher, and the researcher in literacy-related activities over a period of two months. In addition to conducting participatory observations and child interviews during ten day-long visits, the researcher also implemented two whole-class activities focusing on children's personal backgrounds and experiences living in their community. Fairfield – the community in which the school is located -- is culturally and linguistically diverse. The income and educational levels of families in the Fairfield community are generally lower than the rest of Swedish society.

The researcher conducted semi-structured interviews with the children in groups of two. The interviews focused primarily on the children's interests, their families, and their school and community experiences. Children's responses indicated that the schoolyard was an exciting space within their school. They also described the playgrounds between the inner courtyards of the apartments where they lived as places to play with their friends. The class activities conducted by the researcher included the development of two big books telling the children's own stories about their everyday life at home, in school, and around the community. The 11 languages spoken by the children were represented on the center pages of the book. These big books served as alternative textbooks and, when read aloud, created an obvious fascination.

Results of this case study illustrate how literacy learning can be broadened to integrate issues of sustainability. The results also highlight the importance of recognizing and valuing the resources, experiences, and knowledge of their community that children bring to the classroom. This approach, which recognizes children's strengths, contrasts with deficit-focused models. Recognizing children's strengths allows them to actively engage with language and literacy in authentic and meaningful ways. Incorporating children's ideas about place and sustainability into early literacy education is one way to avoid the deficit approach and promote participatory practices and support democratic values.