Titlebook: Rethinking Map Literacy; Ming Xie,Steven Reader,H. L. Vacher Book 2021 The Author(s), under exclusive license to Springer Nature Switzerla

游行

A Three-Set Venn Model for Map Literacy, three sets represent the quantitative literacy and map literacy of Fig. . and an additional literacy for required background knowledge. For reference maps, this third set generally represents geographic literacy, with its focus on the locational information of mapped features and/or information reg

Engulf

A Triangular Graphic for Thinking About Maps,ap literacy and to the distribution of map-reading knowledge and skills. The graphic is an upright equilateral triangle. The first parameter represents a map’s position on a continuum from purely locational information on the left to purely thematic information on the right. The second parameter, wh

诱惑

人类学家

Living-Will

Knowledge and Skills for Reading Thematic Maps,tion of published thematic maps that address public interest or research questions. This chapter considers both the knowledge and skills involved in the map reading and interpretation of these various maps, along with where they would position in the triangular plot.

一起

名义上

A Three-Set Venn Model for Map Literacy, maps, this third set generally represents geographic literacy, with its focus on the locational information of mapped features and/or information regarding their formation. For thematic maps, the third set generally represents thematic literacy and is focused on the thematic information embedded in the mapped features.

谈判

Fraudulent

indicate

Knowledge and Skills for Reading Reference Maps,), quantitative literacy (QL), and geographic literacy (GL) knowledge and skills involved in solving word problems are identified for a university campus parking map, topographic maps, a Mercator projection world map, and a subway map.