Abstract
This study highlights the need to move beyond sharing and summarising stories and to create opportunities for students to immerse themselves in, with and for texts. By adopting a relational literacy perspective, educators can provide a humanising lens through which students comprehend texts, enhancing their text analysis skills while amplifying their sense-making and commitments to action. This approach facilitates a deep understanding of the material and instils a sense of moral imperative and application beyond the text. Using storytelling—through picturebooks and personal narratives—in PST education is a powerful way to examine the complexities of climate change. This approach does not exclude scientific facts; rather, it invites PSTs to explore climate science within narrative contexts, fostering deeper understanding and connection.
Keywords: Relational literacy Humanising pedagogy Text immersion Storytelling in education Picturebooks and personal narratives Pre-service teacher (PST) education Climate change complexities Text analysis skills Sense-making and action Integrating science and narrative Moral imperative Deep understanding
Core Idea: Relational Literacy and Storytelling to Humanize Climate Change Education in Pre-Service Teacher Training
Reference: Storytelling and climate education: Empowering preservice teachers as readers and leaders through literacy education by Fletcher, Lauren; Holyoke, Erica Literacy (Oxford, England), 09/2025, Volume 59, Issue 3 In this paper, we delve into the impact of storytelling in a literacy methods course, exploring how it shaped preservice teachers’ (PSTs) … Journal Article: Full Text Online