Search

This article compares the use of discourse markers (DMs) in Italian as a second language (L2) produced by Belgian-Dutch learners, with the DMs produced by Italian native (L1) speakers. The quantitative analysis of the data shows that L1 speakers produce more DMs than L2 speakers, whereas the comparison between the levels of proficiency in L2 reveals an effect of the type of task on the frequency of DMs. From the qualitative analysis, interesting discrepancies emerge between the L1 and the L2 use of DMs, especially those uttered in sentence-internal position. We offer an analysis within the cartographic approach and we demonstrate that the sentence-internal DMs with an epistemic value realize specific syntactic positions dedicated to the expression of modality within the IP layer. We also show that the L2 learners, despite projecting the correct syntactic structure, realize it with pragmatically infelicitous forms as a result of linguistic interference with their L1. Our study brings original evidence on the syntactic status of DMs: given their multifunctionality, more syntactic options are available depending on the markers' discursive and pragmatic import. Furthermore, sentence-internal DMs reveal intriguing properties of the L2 acquisition at the syntax and discourse--pragmatics interface.

This paper presents a cartography of the digital literacy academic field. Such cartography is comprised of two sections: a categorization of the field through literature review and analysis, and an exploration of its main issues through thematic and network analysis. On the one hand, five conceptual categories of digital literacies are found: functional, sociocultural, critical, transformative, and sociomaterial. On the other, main issues are described with 21 recurring themes of digital literacy and a few networks depicting its most salient matters of concern, concluding with an interpretation of these in the composition of 8 encompassing issue spaces: digital literacies conceptions and practices, digital literacy in education, access and digital divide, digital texts and literacy, websites and social networks, digital technologies at the workplace and healthcare, digital technologies users and uses, and information issues. Finally, a few paragraphs are dedicated to the limitations of categorizing and issue mapping.

The zonation system is one of the efforts of the Indonesian Government to improve the quality of education services continuously, but the implementation is still considered less useful. Some areas were still grouped into the different zone from the original. Based on this problem, the solution needed for the zonation mapping of each school so that the apparent zonation limit can be resolved. An application that can map schools in an area based on housing for prospective students is a solution that can be considered at this time. This research showed the implementation of Voronoi diagrams to cluster the area based on the school position within Bengkulu City. The system was also capable of mapping the residential of the student address to match the choice for registration in available secondary school and senior high school. The implementation of the system showed a better result for school zonation over Bengkulu City based on web geographic information system (Web GIS). Furthermore, the comparison analysis over the existing system also showed that the performance of the Voronoi diagram for school zonation the method could solve the problem of the overlapping zonation with Radius method. Three hundred fifty students validated this system to show the performance of this method. The result showed that 72.05% of students matched the first choice, while 27.95% of students matched the second choice. This research showed the analysis of the value of this gap appeared due to the student preferences and school capacity factors.

The use of Unmanned Aerial Systems (UAS), also known as drones, is increasing in geospatial science curricula within the United States. Four geospatial science faculty members within the Arthur Temple College of Forestry and Agriculture at Stephen F. Austin State University (SFASU), Texas, focus on applying imagery obtained from drones to map, monitor, and quantify natural resources. To produce society-ready foresters, natural resource managers, and environmental scientists, the geospatial science faculty employ an intensive one-on-one hands-on interactive approach in training future resource management professionals in how to effectively apply drone technology within natural resource endeavors. In particular, recent instruction has focused on training students how to evaluate the amount of overlap and sidelap percentages required within a drone flight to create the optimum orthophoto mosaic. Results indicate that the one-on-one interactive methodology employed by faculty at SFASU produce highly qualified drone pilots capable of providing the drone community with new insights on how to produce accurate orthophoto mosaics in a timely and efficient manner.

The article underscores that the cartographic language used in social science textbooks for primary education in Spain is unsuitable and does not meet the demands of the official syllabus. Consequently, pupil literacy in geography with regard to regional geography is markedly ethnocentric. To demonstrate this, the cartographic content of textbooks is compared to the knowledge pupils have acquired on regional realities towards the end of this education stage. Specifically, certain aspects of mental maps of the Balearic Islands produced by year six primary pupils at twelve Majorcan schools are analysed. Based on this school cartography, a diagnostic exercise is performed on island pupils' literacy in geography in their last year of basic education. The use of spatial analysis tools enables us to conclude that there is low-level intersectionality between academic knowledge (insufficient) and ethnocentric knowledge (majority) - symbolic proof that the educational philosophy at most Spanish schools provides significantly poor learning.

Cirques are often the most representative and numerous landforms in alpine glaciated watersheds. The readily mappable and measurable nature of cirques (especially aspects and floor elevations) may yield information about the climatic, geologic, and topographic conditions that created them. These ubiquitous landforms are the foci of an alpine glacial geomorphology exercise in an intermediate-level, university geomorphology course. The exercise involves a step-by-step approach using topographic maps and remotely sensed imagery to identify and map cirques, measure cirque aspects and floor elevations, and plot and analyze the resulting data. Students interpret their mapping and analysis results in the context of published literature, ultimately incorporating all into a research paper. Student comments and self-evaluations over time show that the exercise is an effective tool for learning glacial geomorphology, topographic map, and remotely sensed image analysis, data analysis, and report writing.

In times of the COVID-19 pandemic, teachers on all levels have had to adapt to an online or hybrid teaching environment. People in geography, a discipline that traditionally values field trips to connect theory to practice, have had to find online alternatives for educational activities that normally would have taken place in the field. This has led to several innovative practices, which, however, have only to a limited degree been purposively tested for efficacy because of the ad-hoc, enforced nature of the required changes. This project deals with this issue by studying, through student workshops dealing with the creation of online didactic walking routes in two cities, how students can obtain specific geographical competences such as interpreting different historical layers that collectively shape the current urban fabric through online cartography. We found that students reported clear improvements in geographical reasoning skills, regarding both GIS and heritage interpretation. There were no clear patterns regarding the role of familiarity with the studied city for the quality of the produced story maps. On final reflection, we argue that online cartographic exercises are a valuable addition to the geographers' educational toolkit to bounce forward to a more resilient, reflective educational practice after the pandemic.

By incorporating visual mapping into students' thinking and writing processes, a narrative assignment in geo-literacy creates a reflective and agency-based learning experience for student writers in a first-year honors seminar.

A series of courses on the Evolution of Ideas introduces interdisciplinary study, develops collaborative discourse, and promotes a sense of community among first-year honors students. The curriculum encourages faculty to use a range of strategies to help students understand an idea and its history while also fostering awareness as to its social, political, economic, and broader contexts. Using the social history of maps as an example, the author demonstrates how disrupting students' understanding of the map itself and, through creative group projects, disorienting emergent understanding of campus spaces, fosters a questioning atmosphere and makes room for growth. Through planned disorientation and disruption, the author observes, students are forced to ask questions about the wider worlds they inhabit and to interrogate social relations that maps typically hide.

This article considers how documentation enriches literacies learning in higher education, specifically in a graduate course designed for language teachers. Building on a one-year research study with graduate students at a university in the Atlantic region of Canada, the authors demonstrate how participant-generated documentation, including cartography, presents relational understandings impacting literacies. Specifically, the authors look at a case study of two teachers enrolled in a graduate literacy course who crafted and designed digital stories using "Scratch" and used multimodal dimensions from music to animation and movement. Teachers' documentation challenges the idea that making is solely a question of doing, and considers instead long-lasting processes that influence teacher practice and development.

This study explores the relationship between service learning and moral development. During a phenomenographic examination of a service-learning project in the Midwest, researchers identified ways that participants conceived of justice. These conceptions were analyzed with a Neo-Kohlbergian approach to post-conventional moral thinking and mapped using social cartography. Findings indicate that immersion programs can provide participants with nominal opportunities for moral development and that there is a need for additional supports and future research on the longitudinal effects of service learning.

Purpose: The aim of this contribution is to research assumptions of the education for innovativeness approach within a queer theoretical notion of pedagogy and to discuss im/possibilities of the approach in the framework of Geography and Economic education. Approach: This article explores intersections between the approaches of queer theories and the theory of education for innovativeness by focussing on the potentials and limitations of trouble making as a starting point in innovativeness education in the secondary education sector. Findings: If we consider trouble making and irritation within an education that fosters innovativeness, we could expand education by focusing the power structures that manifest themselves within innovation processes and education.

This study introduces a learning activity that was designed based on two student-centered approaches to education: inquiry-based learning and multi-disciplinary education. Twenty-four second grade students participated in the study. The activity integrates geography, English, and technology and offers students opportunities for inquiry-based thinking. The goal of the activity is for students to find out what the seven continents are, where they are in the world, and create their own little maps. The students collaboratively explore world maps both in hand and on the interactive board. The extension activity is the area of differentiation and acts as differentiation by outcome. Data analysis revealed that all students met the learning goals. The main area for improvement on this would be to have the students mark their work by looking at a real map of the world instead of a completed version of their worksheet; this would make the assessment more authentic.

There is growing interest in assessing the knowledge acquired by students. More often and in diverse disciplines it is necessary to know the level of the students through different types of testing. In the case of teaching of geography in Spain, there is a decrease and loss of such learning for various reasons. The aim of this research is to analyze the literacy in geography of university students in the "Grado en Maestro de Educación Primaria" (Degree in Elementary Education Teaching) for its possible multiplier effect, since they will be the ones who teach geography to future generations. In order to achieve this, our data source is based on a sample of 629 mental maps from students from four Spanish universities located in different autonomous communities in Spain. The knowledge of the assessed administrative unit was taken into value, but also its location and representation, showing the importance of the where in geography. Results show the inconsistent knowledge of the future teachers depending on the place of residence and which level of the structure of the country they are asked about. In turn, these results reinforce the usefulness of mental maps as an optimal method to assess geographic knowledge.

Instruction in cartographic or map literacy in technical communication courses can support pedagogies promoting social change. Students must develop an ability to read, understand, interpret, use, and critique maps in technical communication contexts. This article argues that attention to cartographic literacy can build on existing visual literacies to promote critical understanding of how to use and create maps that engage with issues related to social change. A description of a sample assignment is included to introduce cartographic literacy in undergraduate technical communication courses. Student map examples support the conclusion that students benefit from instruction in cartographic literacy and that cartographic literacy can be an important component of technical communication pedagogies that work toward social justice.

This paper expands on concepts of and approaches to Land-based research through the investigation of sonic (sound) archiving strategies and how these are used as a mode of mapping meant to help preserve oral/aural forms of knowledge, experience, memory, and expressions of Land literacy (Land knowledge) through sound recording work. Building on growing fields such as sound studies, performance studies, and Indigenous studies, we look at ways to re-'map' or re-call knowledge through Land-based methods that are rooted in our interactive Land-based research project, "Sonic Coordinates."

In this article, I consider how cartographies have become a onto-methodological approach that seeks to produce, rather than represent, the world that they are enacting. Going beyond Alfred Korzybski's famous axiom that 'the map is not the territory,' my point is that the map can shake up the territory. This shift is discussed in relation to the post-qualitative research project How Teachers Learn: Educational Implications and Challenges for Addressing Social Change, which focuses on mapping places and spheres that function as a source of knowledge and experience for thirty educators. The cartographic objects they composed around their learning trajectories became a space for rethinking and reconnecting domains that schools often keep strictly separate. Thus in this case the maps worked as a flat terrain where different layers met and linked outside of traditional hierarchies, which ignore for example corporeality and affects in favour of cognition or formal knowledge.

Asset-based approaches to public service reform suggest a need for policymakers to shift attention from 'fixing' the perceived deficits of disadvantaged neighbourhoods, to recognising and building on the resources, or assets, they hold. However, these approaches have also been critiqued for interpreting assets so broadly that they effectively become meaningless, or so narrowly that they perpetuate deficit views. To counter these tendencies, a new conceptually and methodologically robust endogenous assets-mapping approach is proposed. This has been designed to enable nuanced insights into the assets young people living in disadvantaged neighbourhoods may draw upon to pursue positive educational and wider life outcomes. The approach's utility is illustrated through the case of Ayesha, a 14-year-old student with a difficult relationship with school. The paper concludes that an endogenous assets-mapping approach can help to generate more positive narratives for vulnerable learners living in disadvantaged neighbourhoods than schooling may typically enable.

This study explored incidents in schools involving the controversial campaign slogan, "Make America Great Again (MAGA)." Using a "cartography of controversies" approach, we located news reports to understand how educators, students, and families engaged with MAGA as a cultural symbol. In addition to mapping the location of each incident and grade level, we interpreted news reports through a cultural studies lens during weekly meetings. While discussing MAGA related incidents in schools we scripted a blogcast as we worked thematically with data. Our interpretations coalesced into three key findings. First, "MAGA's" symbolism, as an extension of Trumpian rhetoric, aroused emotions. Second, actors wielding the symbols exhibited entitlement racism. Third, those provoked to act in response to fear and anger faced a double-bind--they were at risk of punishment for reacting to "MAGA" and at risk of harm (i.e. political trauma) if they ignored it. We discuss the implications of the findings for educational leadership and offer recommendations for future research.

The role of geographic information systems (GIS) in education is vital. Geospatial skills have been shown to correlate with improved performance of general spatial thinking (Lee and Bednarz 2009) as well as specific geography-related content (Hall-Wallace and McAuliffe 2002). As students are exposed to more GIS, they gain skills that are desired by a growing number of employers. This is not a flash-in-the plan approach of describing the utility of GIS; even forward-looking projections by the US Department of Labor are certain of the rosy future of geotechnology's applications for decades to come (Gerwin 2004). This article suggests lesson-based solutions to an important research question: how can interested teachers present GIS lessons in a typical classroom setting, without incurring major expenses or disrupting the syllabus calendar? In other words, how can teachers introduce GIS into a "non-GIS" classroom?

Investigating the potential of video games as an aid to community mapping and participatory architectural design, the author discusses the use of the sandbox game "Minecraft" by the Block by Block Foundation in collaboration with Mojang Studios, Microsoft, and UN-Habitat for three projects--Model Street (Dandora Phase 2, in Nairobi, Kenya), Mind the Step (Jardim Nakamura, in São Paulo, Brazil) and Former Marketplace (in Pristina, Kosovo). The author offers different perspectives or "lens" from which to view the projects, including as an architect (which he calls a spatial lens) and as a community member (which he dubs a player lens). Favoring agency over participant choices, he claims, the institutional forces at work can prevent true access to space making by either the foundation or the game, each of which suffers from accessibility problems for both players and the communities. He argues for a need to look more closely into the politics of the Block by Block Foundation and "Minecraft" and seeks to make readers explicitly aware of the systemic mechanisms of exclusion.

This article describes a posthuman study that used Deleuze's rhizoanalysis to explore the journeys of adult learners who returned to an adult high school to pursue their high school diplomas after having prematurely left high school. Five graduated adult students participated in individual recorded intra-views, and two of them also participated in a small group discussion with the researcher to speak of their journeys. The (non)data were cartographically created to map the intra-active complexities that (de)(re)territorialize re-entry adult learners. As the assemblages were mapped, participants were decentred and material world experiences were extended. Common notions around dropout students were disrupted, and re-entry processes for adult learners were (re)thought as new problems and questions emerged.

Map librarianship, in the past incorporating duties involving acquisition, cataloging, or curation of physical map and atlas collections, has evolved into a profession often requiring knowledge of geographic information systems (GIS) software and data. This study examines descriptions for map and geospatial academic library positions from 2015 to 2020 with a goal of observing trends in requirements and specific duties for these roles. Institutions are recruiting individuals with strong backgrounds in geospatial technologies for some positions. However, a Master of Library and Information Science degree is still preferred for new hires in this field. Graduate library and information science programs can support future academic librarians by incorporating coursework related to geospatial data and traditional map resources into their curricula.

There has been a growing number of calls to improve theory instruction in sociology. These conversations have focused on what instructors should teach (with a renewed emphasis on racism and sexism) and whom to teach (with calls to diversify the reading list), but comparatively little attention has been placed on how social theory should be taught. Building on recent findings from the literature on reading comprehension and on a popular description of theories as maps, we suggest that teaching theory can be treated as a form of cartography, a student-centered method that advocates for radical accessibility. We describe three different ways students can use theory maps--as tourists, navigators, and mapmakers--each adapted for a different stage in the learning process. We believe that adding accessibility to current calls for critique and representation brings our conversations about how to reimagine theory courses full circle.

Rapid development and adoption of mobile technologies including Mobile Instant Messaging (MIM) platforms have transformed teaching and learning practices over the past decade. This paper presents an analysis of how students used WhatsApp as an example of a MIM platform to organise their learning activities. Drawing on Rhizomatic Learning Theory (RLT), the study showed that WhatsApp supported students to navigate through a complex network of learning where knowledge was generated beyond the confines of the formal learning context. WhatsApp supported learners during the transition to remote learning that was introduced during the lockdown due to the Covid-19 pandemic. Further, WhatsApp use supported learners to cope well with new learning experiences and practices. The study offers insights into the perspective of learners on the use of technology during challenging and uncertain times. The insights can be useful for lecturers when developing technology strategies and teaching best practices during uncertain times.

Maps have been used for centuries to depict the diverse facets of our environment. Thematic maps depict a specific theme and help in revealing geospatial patterns and relations. The study and practice of map making has led to established cartographic design rules. Ever increasing availability of high-quality geospatial data coupled with continuously changing technologies for map making imply that one has to find the right mix between age-old principles and state-of-the-art technologies and trends when teaching thematic cartography. This paper presents a proposal on how to stimulate the creativity of students' thematic map making by describing the teaching approach and results of a map assignment for a course presented to a group of postgraduate geoinformatics students. Based on a reflection of the teaching and learning experience and an assessment of the thematic maps produced by the students, recommendations are provided for teaching today's university students how to create convincing and appealing thematic maps. An infographics summarizes the most important guidelines. Additionally, the student maps, as well as the maps revised by a trained cartographer, are available and can be used by others for teaching.

This article conceptualizes how democratized modes of participation in spatial knowledge production via open source mapping platforms translate into educational praxis, detailing educational projects in the Global South using them. To do so, the article gathers findings from a critical discourse analysis of forum articles which discuss grassroots mapping and from digital participant observation work within Humanitarian OpenStreetMap (HOT). The former show how feminist and community-oriented approaches to mapping, which endorse an ethics of craft, care and cultivation over the corporate or outsider research paradigms, are at the forefront of the tactics and practices such articles describe. The latter show how projects such as Crowd2Map Tanzania, The GAL (Global Active Learning) School of Cusco, Peru, Map Lesotho, OpenStreetMap (OSM) Liberia, OSM Nigeria, Public Lab and its Grassroots Mapping Curriculum, and YouthMappers. It details such initiatives to document the mentorship of female students in digital mapping within educational contexts.

Spatial thinking skills are crucial for success in any of the STEM (science, technology, engineering, and mathematics) domains, and they are malleable. One approach to support the development of student spatial skills is through the use of innovative technologies, like the augmented reality (AR) sandbox, that can also effectively teach geoscience content in the process. In this study, we aimed to create a student-informed spatial topographic map activity designed to emphasize mental rotation, spatial orientation, and spatial visualization skills using the AR sandbox that incorporated elements such as drawing topographic profiles and recognizing stream flow direction. Furthermore, this study explored the spatial reasoning beliefs and challenges of undergraduate students at a large-enrollment Southeastern US university. Both quantitative and qualitative measures were employed to better understand student performance on and challenges with the topographic map and spatial tasks. Overall, the students found spatial visualization tasks in the activity to be the most challenging, and they were least confident in their spatial visualization skills. However, they believed that their spatial visualization skills were most improved after completing the topographic map activity, and those activities were reported to be the most effective at getting them to think in spatial terms. These results highlight that multi-step mental manipulations required to perform spatial visualization tasks are of great interest to instructors when developing topographic map activities using the AR sandbox. With more investigation, the AR sandbox has the potential to aid in the development of students' spatial visualization skills while simultaneously teaching geological content.

The capstone course for many Earth Science programs is a field course. To increase accessibility and to create a substitute in light of the cancellation of in-person courses due to the COVID-19 pandemic, we developed an online introductory field geology course. The course consisted of six different modules. The first was a virtual reality room, with 3-D rendered outcrops, designed to teach notebook skills and establish an effective learning community. This was followed by a module that taught orienteering and map datums. The third module taught field structural geology and utilized 3-D printed blocks and compasses sent to the participants. The next module consisted of a virtual field site in Google Earth built using a combination of videos, air photos, still photos, and hand samples sent to participants. These tools, along with provided structural measurements, were used by students to create a geologic map. The fifth module introduced core logging to students, a topic rarely covered in field mapping courses but nevertheless a critical skill for students pursuing a career in the mining and related industries. The final module introduced detailed geologic mapping, such as that done in pit, trench, or underground tunnel mapping. We assessed the success of these techniques in meeting the learning objectives using a combination of instructors' observations, targeted rubrics, and two student feedback forms. While the course was generally deemed effective at meeting the learning objectives, some important potential improvements were identified, such as the addition of a group assignment using geologic maps at the beginning of the course. This additional module will give students an important background in geologic maps and encourage groupwork and idea sharing. Equipped with these skills, they will be better prepared and remain engaged for the remainder of the course.

This article describes the design process for a cartographic room as an effective tool for mapping Education for Sustainable Development and Global Citizenship (ESDGC) initiatives. This process formed part of a participatory action research project (PAR), aimed at identifying and recognizing ESDGC experiences in schools, as well as creating collaboration networks. The construction of the cartographic room complied with all PAR phases and requirements, as well as those involved in a collaborative social mapping process, highlighting the evident connection between both methodologies and with the ESDGC philosophy regarding the consciousness and critical understanding and transformation of social reality. In this sense, the cartographic room design and implementation was a reflexive and collaborative action, including processes of problematization and negotiation of meanings in order to create a shared narration. The article shows how the resulting room, its content, format and applications, allow for mapping ESDGC initiatives and also favour reflection processes. The data collected by mapping defines ESDCG initiatives in schools, their goals, topics and competences, methodologies and assessment; making these projects more visible as well as inspiring for other teachers. Thus, the final product in the form of a map can contribute to advancing and strengthening the field of ESDCG.

This paper is part of a research project, in which secondary teachers were invited to generate cartographies, and participate in conversations about the scenarios and where they learn and the movements they make, inside and outside school. They were also invited to think about what they valued of this performative act as a source of knowledge and experience. By generating cartographies, as a visual and textual epistemological and methodological move, we inquire those interstices, displacements, instable journeys, ways of knowing, assemblages and entanglement through which teachers explore and perform their nomadic learning paths. The main aim of this research process it is no longer about getting results but generating and putting into action concepts such as rhizome, intensity, affect, gesture, displacement, metaphor. Concepts that are helping us to think about how learning gets through teachers' movements and trajectories. Specifically, in this paper, we reflect on how nomadism localizes learning not as an outcome but as an activity staged within a processual, relational and performative ontology of becoming. In addition, we consider how all these processes affect us, as teachers and researchers.

The present study describes a teaching experiment aimed at the integrated development of competences at various study subjects. According to the curriculum, the students in Cartography at the Faculty of Geography (University of Bucharest) should learn how to make a hypsometric map by using the computer as early as the first semester of the 1st year of study. However, when using the software, they are not able to understand the interpolation algorithm lying "behind" the command. Besides, the teaching experience of the authors shows that most students use the various commands of the GIS software or computer-assisted cartography programs only because they exist, without considering the use of a particular command or algorithm. Although the hypsometric map is widely used, many cartographic representations of this kind contain errors that are derived from the superficial understanding of the basic concepts. Consequently, we made an experiment aimed at correlating a number of notions, concepts and procedures. Using the same basemap (a spot elevation map), the students were able to develop the competence of interpolating and manually drawing contour maps (during the Land Surveying class). Subsequently, once they understood these principles, they developed the competence of making a digital hypsometric map by using the tinting method, starting from spot elevations and not from contour lines (at Methods and Techniques of Cartographic Representation). The advantage was that the students were able to understand the fundamentals of a particular program algorithm, to apply the various procedures based on understanding them and to correlate their knowledge. All these are premises for creativity, for a correct use of procedures (irrespective of the involved topography) and for raising the quality of the geographic higher education.

Digital humanities is often presented as classroom savior, a narrative that competes against the idea that technology virtually guarantees student distraction. However, these arguments are often based on advocacy and anecdote, so we lack systematic research that explores the effect of digital-humanities tools and techniques such as text mining, Geographical Information Systems (GIS) and network analysis have on learning outcomes. This study applies activity theory in a case study of a history classroom in order to understand how introducing digital-history methodology using analog tools like posters and whiteboards can improve student appropriation of history-specific disciplinary skills. The end goal is to provide clear direction for humanities instructors with varied access to technology as they seek to understand how digital humanities tools might still fit within the larger pedagogical practices of higher education classrooms and within the push toward digital methodologies in traditional humanities classrooms.

This work is a part of 'baby studies' as a specific field of research. The aim of the paper is to explore how the directionality of the lines of wandering inform us about babies' sense-making and which kinds of lines of wandering children enact in day-care. The application of cartographic maps and participative observation are proposed as methodologies to trace the direction of babies as tension between materiality and individuation in day-care centres. Field work was carried out in two day-care centres in France and in Brazil.

This article takes an arts-based approach to unmasking the (wounded) naming histories of public schools within a 20-miles radius of a university in central Florida. It applies an artistic methodology that was inspired by the abstract artwork of Mark Bradford. Through the application of this methodology (e.g. research, layer, excavate), the authors created two maps--counter-cartographies--to accentuate the problematic undertow of schooling through names couched in coloniality. Notwithstanding our findings into material articulations (i.e. counter-cartographies), this research suggests that (teacher) educators could benefit from reimagining the potentiality of mapping practices and how cartographies can be used to (spatially) express masked history/ies within the context of place-based naming practices.

This qualitative study examines the pedagogical potential that a Cartography of Controversy (CoC) approach has in enabling secondary school students to unravel the complexity of socioscientific issues and to communicate about them. The aim was to examine the types of knowledge and the ways in which students approached uncertainty when asked to explore the badger-cattle controversy in England using the CoC approach. A learning sequence focusing on mapping controversies was designed and implemented across three lessons. Data collected from the students' cartographies and the audio-recordings of their group discussions during the mapping tasks showed that students were able to use scientific, economic, cultural, social, moral and political types of knowledge in their exploration of the controversy. Identifying tensions between different types of knowledge and becoming aware of their own uncertainties about the issue through posing and recording questions allowed students to identify where uncertainty existed within the SSI explored. The CoC approach allowed affordances for understanding the SSI depending on students' framing of the task (familiarisation, exploration, consolidation) and on the cartography's function as an observation, visualisation, and reflection tool at different stages of the learning sequence. Implications for further research and practice for developing students' socioscientific reasoning are discussed.

This study examines how geoscience experts and novices make meaning from an iconic type of data visualization: shaded relief images of bathymetry and topography. Participants examined, described, and interpreted a global image, two high-resolution seafloor images, and 2 high-resolution continental images, while having their gaze direction eye-tracked and their utterances and gestures videoed. In addition, experts were asked about how they would coach an undergraduate intern on how to interpret this data. Not unexpectedly, all experts were more skillful than any of the novices at describing and explaining what they were seeing. However, the novices showed a wide range of performance. Along the continuum from weakest novice to strongest expert, proficiency developed in the following order: making qualitative observations of salient features, making simple interpretations, making quantitative observations. The eye-tracking analysis examined how the experts and novices invested 20 seconds of unguided exploration, after the image came into view but before the researcher began to ask questions. On the cartographic elements of the images, experts and novices allocated their exploration time differently: experts invested proportionately more fixations on the latitude and longitude axes, while students paid more attention to the color bar. In contrast, within the parts of the image showing the actual geomorphological data, experts and novices on average allocated their attention similarly, attending preferentially to the geologically significant landforms. Combining their spoken responses with their eye-tracking behavior, we conclude that the experts and novices are looking in the same places but "seeing" different things.

Many geographers have argued that geographical imagination plays a crucial role in geography education. Unfortunately, geography teachers often find it difficult to stimulate their students' geographical imaginations. One emerging concern is to determine how geography teachers can foster their students' geographical imaginations so that they can develop real understandings of the nature and value of geography. In this paper, two possible areas in which IT can serve a role in revitalizing students' geographical imagination are presented. These areas include volunteered geographic information and digital cartography.

In the 21st century, the age of information and technology, there is an increasing importance to statistical literacy for everyday life. In addition, education innovation and globalisation in the past decade in Europe has resulted in a new perceived complexity of reality that affected the curriculum and statistics education, with a shift from content knowledge to competences. Moreover, the amount of data that can today be accessed on the Internet suggests that students can choose nearly any topic of interest to them for their work on, which can increase their motivation. Furthermore, new location-based technologies actively promote the power of digital spatial representation and geo-communication opportunities. So, the aim of this paper is to present an application of 3D visualization of statistical data in conjunction with regional spatial data from Greece, using the www services and applications in real time. This has been accomplished by modifying the code of an open source of educational software: the online platform iUse, in particular. Nowadays, there has been a clear shift towards Free Software/Open Source Software (FOSS) from users worldwide. FOSS has begun to play an important and decisive role in Greek education, as well. The examples which are taken from Greece are related to statistical data from various sectors of modern life. The spatial background used is the 13 Administrative regions of Greece. All functions and modifications implemented were made with FOSS.

This paper explores teaching mathematics for spatial justice (Soja, 2010), as an extension of teaching mathematics for social justice (Gutstein, 2006). The study is contextualized in a 10-session curricular module focused on the spatial justice of a city's two-tiered system of personal finance institutions (mainstream vs. alternative), piloted with two 11th/12th grade mathematics classes in a high school in a low-income neighborhood. The module includes a form of participatory action research known as participatory mapping (PM), examined here as a learning activity particularly conducive to urban settings. The study investigates learning opportunities and complexities opened up by PM for students. In particular, the analysis investigates how collecting narratives through PM engaged and complicated students' senses of place, whereby narratives that surfaced challenged the module's narrative about predatory lending. Findings are used to generate recommendations about ways to better support the use of PM in teaching for spatial justice.

Participation of undergraduate students in research helps them nurture critical thinking, develop research skills, enhance self-confidence, and clarify their education or career paths. The curriculum is central to integrating teaching and research, and is a primary source for providing undergraduate research experience. This study designed a MATLAB course for undergraduate students in Cartography and Geographic Information Science. This course integrated various models of research-teaching nexus and combined MATLAB with the profession, aiming to benefit students' learning, improve their general understanding and specific skills of research, and teach them how to conduct research. A total of 47 students were enrolled, and 37 of them completed this course. Benefits and costs of the course for students were investigated, and students' perception of the course was evaluated. Students benefited from the course in four aspects: personal gain (setback resilience and independence), understanding of knowledge synthesis (research process and problem solving), skills (literature reading and writing), and professional development (community engagement and ethical conduct). Although time costs and relatively high difficulty were reported to potentially conflict with other activities, the students still had a high degree of satisfaction and acceptance for this course.

Economic maps in school atlases are specific types of maps that represent extra-complex maps with multi-layer and fast-developing content over time. The objective of this article is to discuss a multi-stage curriculum in connection with the results of an assessment of the usability of economic maps by lower and upper secondary school students. The survey was conducted using a questionnaire and didactic test on a sample of 120 lower secondary school and 73 upper secondary school students in Czechia. Differing results among two age groups were mainly in the identification of cartographic signs; as a key factor for the correct identification of cartographic signs, a combination of alphanumeric and geometric features has been shown. On the other hand, significant differences were not identified in the question of suitability of colouring cartographic signs. The survey results show that the map key of economic maps should be designed in multiple stages with regard to the appropriateness and comprehensibility of cartographic signs for students of both age groups. This study proves that preparing specific geographic atlases for lower and upper secondary school students can play a key role in the teaching of geography.

Map literacy is a key goal of geographic education learning outcomes. Geography classrooms develop map literacy through practicing map skills (Sandford 1986; Hanus and Havelková 2019). One area where map skills pedagogy is deficient is in teaching the analysis and interpretation of maps as inherently political objects, with bias and latent meaning about the places they depict. The subfield of critical cartography recognizes maps as sites of power, and critical cartographers deconstruct maps to reveal their latent meanings and destabilize the notion that maps are neutral representations of the world (Harley 1989; Wood 1992, 2010; Crampton and Krygier 2018; Monmonier 2019). The authors suggest the fundamental lessons of critical cartography--that maps are "authored collections of information […] subject to distortion arising from ignorance, greed, ideological blindness, or malice"--may be incorporated into any introductory geography classroom that examines maps (Monmonier 2019, 2). This lesson plan outlines one possible approach toward achieving this task. In addition to reinforcing fundamental cartographic literacy by exposing students to a wide variety of map types and reviewing map elements, the lesson deepens students' map skills through introducing them to critical cartography's basic tenets and methodology. The lesson plan also proposes a group activity designed to have students apply perspectives from critical cartography to case study maps. The lesson is suitable for introductory college-level courses and is transferrable to advanced placement (AP) human geography courses.

This article introduces a mobile Global Positioning System app created by refugee girls in the United States as a social justice- and community-oriented media art project that provides visual and oral countermapping stories that reflect an anticolonial orientation in their presentation of the city of Buffalo, New York. Through collaborative work with refugee girls in a community media art educational setting in Buffalo, I centered our projects on challenging settler colonial geographies by presencing subaltern stories of place. I use a land-based, critical race educational approach to guide my understanding of the youths' subaltern stories of place in relation to settler colonialism. This anticolonial mobile cartographic story app highlights land pedagogy; the young refugees' palimpsest-like, subaltern stories of urban spaces, which serve as testimonies to their lived experiences; and countermapping, which challenges and rewrites the imperatives of settler cartographies.

For a pre-kindergarten (preK) class, designing a 3-D map of a newly constructed playground offered authentic opportunities to participate, deliberate, and solve an authentic problem. Responding to the compelling question--"How do we build community spaces that are welcoming to, representative of, and sustaining for all community members?"--the class was able to reimagine the purpose of a neighborhood park with the help of scaffolded inquiry. Through active deliberation (e.g., voting what items to include in the park) and participation (e.g., surveying classmates and families about what they would like in the neighborhood park), the preK class took action to become responsible community members.

As much as we think of a geologic map as objective, it is filtered through the experiences of individual geologists and the larger geology community. Thus it is important to understand how geologists become proficient at geologic mapping. As part of a naturalistic study of mapping strategies, 67 geologists ranging from undergraduates to professionals described experiences that promoted personal competence. These interviews were audio-recorded, transcribed, coded and interpreted. Using Lave and Wenger's (1991) theory of situated learning, we generated three categories that captured how learning to map is "situated" relative to the instructional, physical, and cultural environments. First, "content" described how learners acquire skill and knowledge through engaging in practices of experts. Participants reported successfully learning to map through structured progressions that taught content and skill while providing mentored practice. Second, "participation" captured how learners interact with experiences. Participants described long-term, purposeful immersion in the field during which they learned from experiences that encouraged self-reflection and productive struggle. Finally, "community of practice" described meaningful relations that allowed learners to become full members of the professional community. Participants reported how working in peer groups, learning from mentors, and teaching others helped them to learn to map. We present a model of how these themes interact in the context of learning to map, and suggest how mapping instruction might leverage influential experiences. Results suggest that the community of practice was a crucial contributor and that learning was defined as much by the professional community as by the physical environment.

Emma Willard's map-drawing geographic pedagogy revolutionized early nineteenth-century American education, turning students into participants in the crafting of the new nation. This essay explores the conditions under which map drawing was transported to American missionary schools in South Asia and helped instigate a Tamil nation in British Ceylon. What did the missionaries intend the teaching method to impart? What were the consequences of this pedagogical form on dominant Tamil portrayals of space and identity in Ceylon? To answer these questions and to track the foreign career of American didactic mapmaking, this essay draws on print and manuscript archival materials, including two maps by a Tamil student at the American Ceylon Mission named Robert Breckenridge. The essay argues that the use of map-drawing pedagogy in Ceylon partially transmitted American ways of being in the world, which were consequential for local spatial knowledges and the crafting of a Tamil national identity on the island.

Data--their collection, analysis and use--have always been part of education, used to inform policy, strategy, operations, resource allocation, and, in the past, teaching and learning. Recently, with the emergence of learning analytics, the collection, measurement, analysis and use of student data have become an increasingly important research focus and practice. With (higher) education having access to more student data, greater variety and nuanced/granularity of data, as well as collecting and using real-time data, it is crucial to consider the data imaginary in higher education, and, specifically, analytics as performative politics. Data and data analyses are often presented as representing "reality" and, as such, are seminal in institutional "truth-making," whether in the context of operational or student learning data. In the broader context of critical data studies (CDS), this social cartography examines and maps the "data frontier" and the "data gaze" within the context of the dominant narrative of evidence-based management and the data imaginary in higher education. Following an analysis of the main assumptions in evidence-based management and the power of metrics, this paper presents a social cartography of data analytics not only as representational, but as actant, and as performative politics.

Choropleth maps combined with diagram maps are frequently used in geography. For this reason, based on the maps developed by students, the study aims at the following: identifying and analyzing the errors made by the students; establishing and analyzing the competence level of the students; identifying the causes that led to these errors; and finding the best solutions to improve both the educational process aiming at the formation of this kind of competences and the students' results. The map assessment was accomplished during two academic years (2013-2014 and 2014-2015), in the aftermath of the activities meant to train the competence. We assessed 105 maps prepared by the students in Cartography (Faculty of Geography, University of Bucharest) based on an analytical evaluation grid, with dichotomous scale, comprising 15 criteria. This tool helped us identify the errors made by the students, as well as their competence level. By applying a questionnaire, we identified the source of the errors from the students' perspective, while by comparing the errors and the competence levels at the end of the two academic years we were able to come up with potential solutions for the improvement of the teaching and learning process.