Geospatial Education and Information Literacy: Mapping Concepts to Locate Learning Opportunities

Authors: Joshua Sadvari*, The Ohio State University Libraries
Topics: Geography Education, Higher Education, Geographic Information Science and Systems
Keywords: information literacy, ACRL Framework, GIS, Body of Knowledge, geospatial education
Session Type: Paper
Day: 4/8/2020
Start / End Time: 8:00 AM / 9:15 AM
Room: Vail, Sheraton, IM Pei Tower, Majestic Level
Presentation File: No File Uploaded

The digital edition of the Geographic Information Science and Technology (GIS&T) Body of Knowledge was launched in 2016, the same year that the Association of College and Research Libraries (ACRL) Framework for Information Literacy in Higher Education was formally adopted. These publications share a common goal of providing flexible, community-driven, living documents to support teaching and learning in higher education. The Body of Knowledge serves as an evolving representation of the GIS&T knowledge domain, while the ACRL Framework aids librarians in integrating core information literacy concepts into instruction in their respective knowledge domains. This study represents the first attempt to evaluate how these guiding documents can be aligned to one another to inform geospatial education practices. A relative crosswalk approach was used to map connections between the knowledge practices and dispositions in the ACRL Framework and the learning objectives in the GIS&T Body of Knowledge. Roughly two-thirds of all topics included in the GIS&T Body of Knowledge had at least one learning objective associated with information literacy concepts in the ACRL Framework, with Domain Applications, Cartography and Visualization, and GIS&T and Society being the knowledge areas with the highest degree of alignment. These results can serve as a conceptual foundation to aid librarians and disciplinary faculty in identifying practical opportunities to integrate information literacy concepts into geospatial education, both independently and in collaboration with one another. Through such integrations, we can empower our students to be critical evaluators, consumers, and creators of geospatial information in a continually changing information environment.

Abstract Information

This abstract is already part of a session. View the session here.

To access contact information login