This article outlines a “strong” theoretical approach to sustainability literacy, building on an earlier definition of strong and weak environmental literacy (Stables and Bishop 2001). The argument builds upon a specific semiotic approach to educational philosophy (sometimes called edusemiotics), to which these authors have been contributing. Here, we highlight how a view of learning that centers on embodied and multimodal communication invites bridging biosemiotics with critical media literacy, in pursuit of a strong, integrated sustainability literacy. The need for such a construal of literacy can be observed in recent scholarship on embodied cognition, education, media and bio/eco-semiotics. By (1) construing the environment as semiosic (Umwelt), and (2) replacing the notion of text with model, we develop a theory of literacy that understands learning as embodied/environmental in/across any mediality. As such, digital and multimedia learning are deemed to rest on environmental and embodied affordances. The notions of semiotic resources and affordances are also defined from these perspectives. We propose that a biosemiotics-informed approach to literacy, connecting both eco- and critical-media literacy, accompanies a much broader scope of meaning-making than has been the case in literacy studies so far.

中文翻译：

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可持续素养的“强”方法：体现的生态和媒体

本文基于对强弱环境知识的早期定义（Stables and Bishop 2001），概述了对可持续性知识的“强”理论方法。这些论点建立在特定的符号学教育哲学方法之上（有时被称为edusemiotics），这些作者对此做出了贡献。在这里，我们重点介绍以体现和多模式沟通为中心的学习观如何将生物符号学与重要的媒介素养联系起来，以追求强大的综合可持续性素养。可以从最近关于体现的认知，教育，媒体和生物/生态符号学的奖学金中观察到对这种识字理解的需求。通过（1）将环境解释为符号体系（Umwelt），以及（2）替换文本的概念通过模型，我们发展出一种识字理论，该理论将学习理解为在任何中间媒介中/在任何中间媒介中体现/环境化的学习。因此，数字和多媒体学习被认为取决于环境和具体的能力。从这些角度也定义了符号学资源和能力的概念。我们建议，与生态素养和批判性媒体素养相联系的以生物符号学为基础的识字方法比迄今为止的识字研究具有更大的意义范围。