Rethinking map literacy / edited by Ming Xie, Steven Reader & H. Leonard Vacher.

Intro
Preface
Acknowledgments
Contents
Chapter 1: From Literacy to Maps via Numeracy
1.1 From Literacy to Numeracy
1.2 From Numeracy to Quantitative Literacy
1.3 From Quantitative Literacy to Graph Literacy
1.4 From Graph Literacy to Graphicacy and Maps
References
Chapter 2: Map Literacy
2.1 Map Literacy Studies for Reference Maps
2.2 Map Literacy Studies for Thematic Maps
2.3 Discussion
References
Chapter 3: A Three-Set Venn Model for Map Literacy
3.1 Proposed Venn Model for Literacies
3.2 Literacy Model for Reference Maps 3.3 Literacy Model for Thematic Maps
References
Chapter 4: A Triangular Graphic for Thinking About Maps
4.1 Background on Map Classification
4.2 Background on Triangular Plots
4.3 Triangular Plot for Maps
4.3.1 Assessing the L/T Parameter
4.3.2 Assessing the G-D Parameter
4.3.3 Point Positions of Maps on the Triangle
References
Chapter 5: Maps Across the Triangle
5.1 Maps Across the Triangle
5.2 Discussion
References
Chapter 6: Knowledge and Skills for Reading Reference Maps
6.1 Large-Scale Reference Maps
6.1.1 Street/Site Maps 6.1.2 Topographic Maps
6.2 Small-Scale Reference Maps
6.3 Topological Maps
6.4 Discussion
References
Chapter 7: Knowledge and Skills for Reading Thematic Maps
7.1 Newman's (2012) US Presidential Election Maps
7.2 Waldhoer et al.'s (2008) Map of Standardized Mortality Ratios (SMRs) for Infant Mortality in Austria, by Districts
7.3 The Sudden Infant Death Syndrome (SIDS) Maps of Cressie (1992) and Berke (2004) for North Carolina, USA
7.4 Olson's (1981) Map of Educational Attainment and Per Capita Income by US Counties
7.5 Discussion
References Chapter 8: Concluding Thoughts
8.1 Looking Back
8.1.1 Hierarchical Levels Within Literacies
8.1.2 The Relevance to Map Literacy of Other Thematic Literacies
8.1.3 The Need to Think About Different Types of Maps
8.1.4 Robustness of the Distinction Between Reference and Thematic Maps
8.1.5 The Straightforward Nature of ML Needed to Read Reference Maps
8.1.6 The Difficult Nature of ML Needed to Read Thematic Maps
8.2 Looking Sideways
8.2.1 Map Literacy Among Other Literacies
8.2.2 Quantitative Literacy and Map Literacy 8.2.3 Geographic Literacy, Thematic Literacy, and Map Literacy
8.3 Looking Forward
References
Index

This book provides two conceptual frameworks for further investigation of map literacy and fills in a gap in map literacy studies, addressing the distinction between reference maps and thematic maps and the varying uses of quantitative map literacy (QML) within and between the two. The text offers two conceptual frameworks and uses specific map examples to explore this variability in map reading skills and knowledge, with the goal of informing educational pedagogy and practices within geography and related disciplines. The book will appeal to cartographers and geographers as a new perspective on a tool of communication they have long employed in their disciplines,and will also appeal to those involved in the educational pedagogy of information and data literacy as a way to conceptualize the development of curricula and teaching materials in the increasingly important arena of the interplay between quantitative data and map-based graphics. The first framework discussed is based on a three-set Venn model, and addresses the content and relationships of three literacies map literacy, quantitative literacy and background information. As part of this framework, the field of QML is introduced, conceptualized, and defined as the knowledge (concepts, skills and facts) required to accurately read, use, interpret and understand the quantitative information embedded in geographic backgrounds.The second framework is of a compositional triangle based on (1) the ratio of reference to thematic map purpose and (2) the level of generalization and/or distortion within maps. In combination, these two parameters allow for any type of map to be located within the triangle as a prelude to considering the type and level of quantitative literacy that comes into play during map reading. Based on the two frameworks mentioned above, the pedagogical tool of word problems is applied to map literacy in an innovative way to explore the variability of map reading skills and knowledge based on specific map examplesthese two parameters allow for any type of map to be located within the triangle as a prelude to considering the type and level of quantitative literacy that comes into play during map reading. Based on the two frameworks mentioned above, the pedagogical tool of word problems is applied to map literacy in an innovative way to explore the variability of map reading skills and knowledge based on specific map examplesthese two parameters allow for any type of map to be located within the triangle as a prelude to considering the type and level of quantitative literacy that comes into play during map reading. Based on the two frameworks mentioned above, the pedagogical tool of word problems is applied to map literacy in an innovative way to explore the variability of map reading skills and knowledge based on specific map examples