Abstract

The current generation of students has grown up in a visually-saturated culture and are generally savvy about engaging with imagery. In the Map Library at the University of Colorado Boulder (UCB), we build on students’ graphical literacy by using maps in instruction sessions. Many of the maps we use in classes are primary sources. Such maps exemplify production techniques, purposes, and cultural attitudes of the era in which they were created. As physical objects, maps offer a contrasting interactive experience to the students’ daily digital environment, and object-based learning techniques are incorporated in the instruction sessions. Maps usually present an argument or particular point of view, and the analysis of maps as an information format encourages students to critique the maps’ propositions. This article will discuss how instruction sessions at UCB’s Map Library use primary source maps to supplement curriculum and student research, as well as how maps make personal, fictional and historical narratives come alive with an added geographic setting. We will also discuss how the use of maps as objects increase student’s cartographic literacy and understanding of their world and society. The procedure for designing a Map Library instruction session will also be described.

摘要

当前这一代的学生在视觉饱和的文化中成长，并且通常对与图像的互动非常了解。在科罗拉多州博尔德大学（UCB）的地图库中，我们通过在指导课中使用地图来培养学生的图形素养。我们在课堂上使用的许多地图都是主要来源。此类地图体现了其创建时代的生产技术，目的和文化态度。作为物理对象，地图为学生的日常数字环境提供了与众不同的交互式体验，并且基于对象的学习技术已纳入教学课程中。地图通常提出一种论点或特定观点，对地图的分析作为一种信息格式鼓励学生批判地图的主张。本文将讨论UCB地图书馆的教学会议如何使用原始来源地图来补充课程和学生研究，以及地图如何通过增加的地理环境使个人，虚构和历史叙述生动起来。我们还将讨论使用地图作为对象如何提高学生的地图素养以及对他们的世界和社会的了解。还将描述用于设计地图库指令会话的过程。