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Environmental Education Research Volume 16, 2010 - Issue 3-4: Experiencing environment and place through children’s literature
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Developing environmental agency and engagement through young people’s fiction

Stephen Bigger Department of Education, University of Worcester, Worcester, UKCorrespondence[email protected]
&
Jean Webb Department of Arts and Humanities, University of Worcester, Worcester, UK
Pages 401-414 | Received 04 Feb 2009, Accepted 09 Dec 2009, Published online: 03 Aug 2010

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Ivo Jirásek, Jiří Němec & Richard Macků. (2023) ‘Come with me where the sky is high and blue...’: the influence of literature by Jaroslav Foglar on readers and their environmental and outdoor experience. Journal of Adventure Education and Outdoor Learning 23:3, pages 357-377.
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Renee’ C. Lyons. (2021) Let’s Go down to the Holy Well: Children’s Literature as a Means of Saving the Planet’s Water Supply. New Review of Children's Literature and Librarianship 27:2, pages 174-190.
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Soyoung Kim & Neal Dreamson. (2020) Culturally inclusive early childhood education for sustainability: a comparative document analysis between Australian and Korean curricula. European Early Childhood Education Research Journal 28:5, pages 712-730.
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Yeyoung May Babb, Janine McBurnie & Kelly K. Miller. (2018) Tracking the environment in Australian children’s literature: the Children’s Book Council of Australia Picture Book of the Year Awards 1955-2014. Environmental Education Research 24:5, pages 716-730.
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Sarah Fischer. (2017) Readers as place-makers: the experience of place in the literacy life-worlds of middle childhood. Environmental Education Research 23:10, pages 1476-1488.
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Margaret Freestone & J. Mitchell O’Toole. (2016) Reminiscence spike in reading recall between the ages of 8–11: The influence of early memories on attitudes and actions. Cogent Education 3:1.
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Cecilia Caiman & Iann Lundegård. (2014) Pre-school children’s agency in learning for sustainable development. Environmental Education Research 20:4, pages 437-459.
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Alan Reid, PhillipG. Payne & Amy Cutter‐Mackenzie. (2010) Openings for researching environment and place in children’s literature: ecologies, potentials, realities and challenges. Environmental Education Research 16:3-4, pages 429-461.
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Amy Cutter‐Mackenzie, PhillipG. Payne & Alan Reid. (2010) Editorial. Environmental Education Research 16:3-4, pages 253-264.
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SidneyI. Dobrin. (2010) Through green eyes: complex visual culture and post‐literacy. Environmental Education Research 16:3-4, pages 265-278.
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Articles from other publishers (6)

Antigoni Komodiki, Alexandros Charalambides & Andri Ioannou. (2021) The development of environmental science agency for primary school students through an environmental entrepreneurship intervention programme. Entrepreneurship Education 4:3, pages 273-289.
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Peta J. White, Glenn Auld & Muriel Wells. (2020) A critical analysis of ecological sustainability ideology in award-winning early children’s literature. Australian Journal of Environmental Education 37:2, pages 147-158.
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Aliona Yarova. (2019) “I Am the Eternal Green Man”: Holistic Ecology in Reading Patrick Ness’s A Monster Calls. Children's Literature in Education 51:4, pages 466-479.
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Cecilia Caiman & Iann Lundegård. (2017) Young children’s imagination in science education and education for sustainability. Cultural Studies of Science Education 13:3, pages 687-705.
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Nadia von Benzon. (2018) Discussing Nature, ‘Doing’ Nature: For an emancipatory approach to conceptualizing young people's access to outdoor green space. Geoforum 93, pages 79-86.
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Alandeom W. Oliveira, Patterson Rogers, Cassie F. Quigley, Denis Samburskiy, Kimberly Barss & Seema Rivera. (2013) Environmental agency in read-alouds. Cultural Studies of Science Education 10:2, pages 247-274.
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