Climate Literacy in Education publishes practical, teacher-oriented content on all aspects of climate literacy education at all grade levels and across all subject areas (primarily K-16, but including teacher education and professional development). We are a pocket journal focused on classroom practice which is why the articles we publish are short: 2000 words or less. Our content is written in jargon-free prose accessible to the general audience. All submissions are peer-reviewed by two anonymous readers. We welcome submissions in the following categories: Curriculum, Reflections, Critical Essays, and Creative & Multimedia.
Curriculum articles include classroom-tested resources for teaching climate literacy and/or mobilizing climate activism with stories: lesson plans, unit design, activity and project plans, syllabi, assessment, teaching methods, formulas or instructional strategies. Curriculum articles report innovative practices happening in real classrooms with a brief narrative outline of the lesson or unit. They may include links to longer or more detailed teaching resources, like handouts, activity sheets, detailed lesson plans, etc. Or links to longer narrative descriptions published separately as Reflection articles.
Curriculum articles fall into the 750 to 1500 word limit. This includes abstract, references, figures, and tables. While not required, contributors are strongly recommended to consult the journal's curriculum article template for example formatting. Supplementary materials (to be linked from the article) are welcomed. For details, see manuscript preparation guidelines for Curriculum articles.
Reflection articles include opinion pieces, personal reflections, teaching testimonials and reports, reflections on student created projects, reflective reviews of scholarship or methodologies applicable to classroom teaching, and other practice-based forms of narrative reflection. These articles reflect on an issue/theme you encountered in your pedagogical practice and how you handled it. They offer personal testimonials about an event, summary of a project you completed, a course, unit, or module you taught. Say, “My three takeaways from exploring climate anxiety with high-school students.” Reflections may include testimonials from students—individuals or groups—sharing their moments of empowerment, transformation, emotional growth, and other takeaways from engaging with climate literacy. Reflections can also be linked to a Curriculum article.
Reflection articles fall into the 500 to 1200 word limit. This includes abstract and references (if any). For details, see manuscript preparation guidelines for Reflection articles.
Critical Essays are academically crafted and theoretically informed articles that present an in-depth argument about a broader issue or challenge related to climate literacy and explore its pedagogical implications. This category includes but is not limited to scholarly articles, conceptual and big picture articles; conceptual- and classroom practice-oriented summaries, synopses or reviews of research and scholarship; policy or framework analyses or commentaries; narrative explainers or critiques; and interviews or dialogues on practice. Critical Essay articles comment on an aspect of climate education theory or practice in a provocative or explanatory manner. We are looking for insightful and innovative writing that engages with the challenge of building universal climate literacy using stories for young audiences. We are particularly keen to be sent pieces with practical messages offering a way forward.
Critical Essay articles fall into the 900 to 2000 word limit. This includes abstract, references, figures, and tables. For details, see manuscript preparation guidelines for Critical Essay articles.
Creative & Multimodal submissions go beyond nature appreciation or observation to engage with ecocentric concepts, systems, and ethics. These submissions should include a reflective component (framing narrative) called Artist Statement or Description to situate the creative component. The creative component might take the form of poetry or visual artwork; music or performance art events; recordings of climate action events or spoken word performance; ecomedia literacy and social media projects; youth-created multimedia commentaries, documentaries, reports, and other artivism projects that can serve as models for classroom practice. Because parameters for creative & multimedia submissions are diverse, determining the fit of the submission will be at the discretion of CLE editors. Questions should be submitted directly to the lead editor.
Creative & Multimodal articles should be short in length and time: no longer than 3 pages (for visuals), under 1500 words (for text & images), or under 5 min (for audio/visual recordings). For details, see manuscript preparation guidelines for Creative & Multimodal articles.
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