Reading Nature’s lens of biological literacy is held alongside a broader movement for environmental literacy. Biological literacy focuses on understanding ourselves as an organism in relation to environmental cues. An environmental literacy focus connects the impacts of individual decisions to all of earth’s natural systems including other humans.
Environmental literacy is defined by the No Child Left Inside Act as “an individuals understanding, skills and motivation to make responsible decisions that consider his or her relationship to natural systems, communities and future generations.”
In 2009, as a measure of commitment towards protecting our natural heritage for years to come, the State of Oregon passed the No Oregon Child Left Inside Act, (HB2544), to ensure that "Oregon students become lifelong stewards of their environment and community; are willing and able to exercise the rights and responsibilities of environmental citizenship; choose to interact frequently with the outdoor environment; have multifaceted knowledge of our relationship to the environment and its resources; and are prepared to address challenges and make sound decisions for our future. One of the goals of the No Child Left Inside Act is to “prepare students to understand and to address the major environmental challenges facing (this state) and country, including the relationship of the environment to national security, energy sources, climate change, health risks and natural disasters.”
Reading Nature supports environmental literacy.