Sustainabilityhas become a buzzword in the Higher Education (HE) sector yet its translation into the arts and humanities remains under-explored. This paper will question the capacity of literary studies and creative writing to not only translate but engage with notions of sustainability through meaningful and responsive curricula developments,suggesting that promoting sustainable literacy has the potential to facilitate students with essential skills for post-university employment. By making links between writing courses, sustainability and academic development, the paper will provide a rationale for recognising modules that engage with concepts of sustainability as having the potential for significant impact on students’ overall university experience. The paper will identify a model for best practice at the University of Brighton and offer feedback on staff and students’ experiences.
|Number of pages||7|
|Journal||Literacy Information and Computer Education Journal|
|Publication status||Published - 20 Dec 2012|