Abstract

The premise of this paper is that a discussion of the future of learning and multiliteracies cannot avoid the topic of environmental literacy. The contemporary environmental problems and the ways in which they are represented in the media ask for a decisive commitment to the systematic promotion and implementation of interdisciplinary environmental education. In order to reflect on the implications of introducing environmental literacy in educational practices, this paper explores how learning in and about natural environment is multimodally promoted in a video created by No Child Left Inside Coalition (http://www.cbf.org/). The specific aim of my analytical endeavor is to identify how several types of knowledge about environment and the participants in environmental education are communicated in the video through the simultaneous deployment of several semiotic modes. The paper also attempts to determine which semiotic modes are given prominence in communicating certain types of knowledge and why. Drawing upon a multimodal analytical framework, the paper intends to demonstrate the relevance of the theoretical and analytical perspective of multimodality in the research of the means that can be employed for promoting and implementing environmental literacy.