Given the importance and value of students learning to produce media on climate change, teachers need to be able to provide students with specific instruction on effective methods for planning and producing media to achieve positive audience uptake. For example, youth submit their videos on climate change to the One Earth Youth Filmmakers https://oneearthcollective.org/one-earth-youth-voices based on criteria for appealing to audiences. Teachers can therefore employ methods for planning a range of different types of media production projects based on thinking about audiences based on ecoliteracy practices, for example, through training youth to create and edit video documentaries for portraying adverse local climate change effects, as well for creating submissions to video sites and contests.. 

          Students also benefit from instruction on methods of use of social media related to interacting with audiences. Students can also engage in digital writing by acquiring and assessing relevant information and reflecting on their use of certain content or images to prompt audiences to achieve rhetorical uptake (Beach, 2015; Engle-Friedman et al., 2022). Students may also use their writing to address environmental and racial justice issues—including food justice, indigenous rights, and just land use and development connected to the climate crisis (Leal Filho & Pace, 2016; Martusewicz et al., 2015; Pompper, 2019; Robertson & Westerman, 2015; Turner, 2015).