Youth Design Participation to Support Ecological Literacy: Reflections on Charrettes for an Outdoor Learning Laboratory

Nancy D. Rottle
Julie M. Johnson
Department of Landscape Architecture
University of Washington

Citation: Rottle, Nancy D. and Julie M. Johnson (2007). "Youth Design Participation to Support Ecological Literacy: Reflections on Charrettes for an Outdoor Learning Laboratory." Children, Youth and Environments 17 (2): 484-502. Retrieved [date] from http://www.colorado.edu/journals/cye/

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Abstract

Childhood experiences in nature have been found to hold myriad developmental values, yet opportunities for such experiences have diminished greatly.  If children are to regain these values, firsthand experiences to learn from and care about and for such natural places are essential.  Such experiences, and the resulting knowledge, caring and competence to act, serve as the foundation of what David Orr defines as "ecological literacy."  A meaningful context for such experiences and literacy building is that of formal education, where youth may undertake hands-on studies outdoors.  These studies could occur in nearby open space, such as urban parks, provided the parks were appropriately designed.  This paper describes youths’ participation in design charrettes for a park’s “outdoor learning laboratory,” reflects on the process and outcomes, and suggests potentials to support ecological literacy through both the charrette process and the designed learning environment.

Keywords: youth design participation, charrettes, ecological literacy, environmental learning, urban parks