Abstract. Numerous scholars have argued that the terms environmental literacy, ecological literacy, and ecoliteracy have been used in so many different ways and/or are so all-encompassing that they have very little useful meaning. However, despite the seemingly arbitrary and, at times, indiscriminate use of these terms, tremendous efforts have in fact been made to explicitly define and delineate the essential components of environmental literacy, ecological literacy, and ecoliteracy, and to firmly anchor their characterizations in deep theoretical and philosophical foundations. A driving purpose behind these ongoing conversations has been to advance complete, pedagogy-guiding, and broadly applicable frameworks for these ideals, allowing for standards and assessments of educational achievement to be set. In this manuscript, we review a diversity of perspectives related to the often nuanced differences and similarities of these terms. A classification of the numerous proposed frameworks for environmental literacy, ecological literacy, and ecoliteracy (advanced within the fields of environmental education, ecology, and the broader humanities, respectively) is presented, and used to compare and contrast frameworks across multiple dimensions of affect, knowledge, skills, and behavior. This analysis facilitates close examination of where we have been, where we are, and where we might be headed with respect to these vital conversations. This work also offers points of reference for continued critical discourse, and illuminates a diversity of inspiration sources for developing and/or enriching programs aimed at cultivating these types of literacies.

Feelings and cognitions of leisure may not only be dynamic during the course of the total outdoor recreation engagement, they may be dynamic, emergent, and multi-phasic during the on-site phase. Experience Sampling Method data were collected from a sample of wilderness visitors multiple times during a visit to the Okefenokee National Wildlife Refuge. Four modes of environmental experience (focus on self, others, task, and environment) and four aspects of wilderness experience (a combined oneness/primitiveness/humility variable, timelessness, solitude, and care) were measured. Univariate and multivariate repeated measures analyses demonstrated significant change from the entry, through immersion, to the exit phases of the wilderness experience. This experiential change included greater focus on the environment and on self/introspection at the exit compared to the entry phase, and less focus on others/ social acceptance during the immersion phase. Scores on humility/primitiveness/oneness were higher at both the immersion and exit phases than during entry, and care for the wilderness was higher during the exit phase than during entry. Implications of findings for understanding the complex nature of leisure experiences are provided.

Past research provides evidence that outdoor recreation can aid in our deconstruction of gender and gender stereotyping (Henderson, Bialeschki, Shaw, & Freysinger, 1996). Outcomes from recreational experiences can transfer into other realms of daily life, resulting in a heightened sense of empowerment and social change for women (Henderson, 1996). Scarce, however, are conceptual frameworks for understanding how and why meaningful changes take place when women experience the outdoors. In examining the connection between wilderness recreation and social change for women, data were collected from twenty-four qualitative interviews with women who recreate in wilderness. Analysis indicated wilderness recreation can influence women's everyday lives in the forms of self-sufficiency, a shift in perspective, connection to others, and mental clarity.

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