There is a growing body of research arguing that, alongside education in climate science literacy, our education systems need a deeper, broader, and more interdisciplinary education in climate literacy. Specifically, the push is to reframe climate literacy from a narrow competence taught in science classes to a broad socioscientific and cultural competence that can be taught in all subject areas and across all grade levels (Oziewicz, 2023, 2024). This essay outlines the opportunities and challenges of incorporating children's literature as media for climate literacy instruction, with focuses on creating and working with Climate Lit literature entries and how this work can be adapted to secondary English classrooms.