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Paper presented at the Conference of the SSAG (Society of South African Geographers), September 2003, Bloemfontein.

Lorraine Innes

As a preliminary step in the development of learner support materials for map analysis, it was necessary to establish what impact school mathematics teaching had on the ability of school leavers to read and analyse maps. Students taking an introductory course in Environmental and Geographical Science at a South African University participated in a study to find out whether their prior school learning experiences had prepared them to use topographic maps effectively.

A total of 205 students taking the course participated in an entry level topographic map use exercise consisting of (a) map reading and (b) map analysis questions. Students' answers were assessed and their scores noted separately for the two types of questions. The time each student took to complete the exercise was also noted. Student performance was evaluated on the basis of both scores (indicating accuracy) and time taken (indicating efficiency).

The results were compared to test a range of assumptions relative to school leavers' topographic map use performance. These included: whether students with matric geography performed better at map reading and map analysis than those without this subject; whether students with matric mathematics performed better at map analysis and whether students with both geography and mathematics performed best relative to the other subject combinations. The findings will influence the development of self-instruction, learner support materials for topographic map analysis.

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Lorraine Innes Self-instruction material for learning to read the 1:50 000 topographic map of South Africa was made available by the national mapping organisation (the Chief Directorate of Surveys and Mapping in the Department of Land Affairs) in 2000. In 2002 a national survey of educators' opinions of the material was conducted. This confirmed that although learners' map reading performance was improved by using MapTrix, further development of the learner support material is necessary to provide learners with the mathematical competency required to analyse the spatial information on topographic maps and other spatial data products.

To this end a focus group of spatial information users assisted in defining spatial literacy, identifying a suitable range of spatial information products and appropriate spatial analysis tasks for inclusion in the proposed learning programme. Using guidelines for outcomes based teaching, developed for the implementation of Curriculum 2005, matric geography educators from the Western Cape Province of South Africa were asked to collaborate in formulating exercises to develop the mathematical competence to undertake eight specific spatial analysis tasks. Their responses reveal a mismatch between industry expectations with regard to spatial competence and current educator proficiency in developing the competence of school leavers in their care.

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Paul Anderson and Lorraine Innes

In well-resourced teaching environments globe-maps may be considered an interesting novelty with limited educational value. However, in under-resourced classrooms in Mozambique, the potential for using such low-cost, cardboard, foldout globes for improving spatial competence was recognised. Further development of the RealEarth GlobeMap concept has produced a prototype world map learning game and a cost effective, single-sheet school atlas.

Efforts to improve map use ability in South Africa have led to valuable co-operation between the national mapping organisation and education authorities. The outcomes have included curriculum improvements in the area of spatial competence and the provision of topographic maps and various teaching aids to improve skills, especially in medium scale map use. Experiences gained in Mozambique, with teaching small scale map use to improve general knowledge of the world and its spatial representation on globes and maps, have been reviewed and adapted for improving geography education in South Africa.

The paper includes a report on the use of the RealEarth GlobeMap, the prototype Mapa Game and a single sheet School Atlas during a series of teacher development workshops on the topic 'Developing spatial competency at global, continental, national and local scales'. The national mapping organisation (Chief Directorate: Surveys and Mapping) provided training resources, expertise and maps of the national series to support this Western Cape provincial education initiative, funded by the national Conditional Grant, which makes funds available for improving educational performance in nodal areas.

As a solution to one part of the problem of low map literacy levels, the globe-map and derived cartographic education tools are demonstrated. The methodology used for introducing the learning materials in the workshops is described, as is the educators' evaluation procedure. The opinions of educators from schools across the resource spectrum reveal whether globe-maps should be viewed as presenting merely a novel perspective of the world or, with appropriate support material, a valuable low-cost cartographic education tool.

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Lorraine Innes

Spatial literacy is a key skill in geographical investigation and thus a crucial component in the education and training of geographers. Provision is made for teaching map use in the South African geography syllabus at secondary school level but poor performance is often evidenced in the provincial school leaving examinations. Concerned about the low numbers of maps purchased by the general public, the national mapping organisation (the Chief Directorate: Surveys and Mapping) has undertaken a national campaign to promote map awareness and map literacy. One of the products of their MapAware Project is MapTrix, a self-instruction programme for learning to read the 1:50 000 Topographic Map of South Africa. The National Department of Land Affairs, through the national mapping organisation, sponsored the distribution of two thousand MapTrix Kits to under-resourced schools throughout the country. This paper reviews the process and the problems encountered in the national mapping organisation's attempt to assist the education department to address the problem of low map literacy at school level in South Africa.

At the nine provincial MapTrix presentation ceremonies, education authorities were requested to allocate donated Kits to those schools most in need of learning materials for map use. The names and contact details of these schools were requested so that placement and adoption of the materials could be investigated. A survey of educators' opinions was conducted by means of a questionnaire posted directly to recipient schools. Biographical details of educators revealed their level of training for teaching map use and the resources available to them for performing this task. The evaluation of all aspects of the learning material and of the attitude and behaviour of educators and learners while using MapTrix is reported. The questionnaire included an invitation to collaborate in the further development of the learning material for the higher order skills of map and photo analysis and interpretation. The response of the educators is described.

Apart from problems with the feedback on the methods used for allocation and distribution of the MapTrix Kits it was difficult to establish the eventual location of all Kits. The level of response to the questionnaire was a further matter for concern. However, the results that were obtained give an indication of the role that self-instruction can play in improving map reading in South Africa.

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Lorraine Innes and Brian Engel

As the national mapping organisation (NMO) of South Africa the Chief Directorate: Surveys and Mapping in the Department of Land Affairs has accepted responsibility for promoting map literacy education in South Africa. Through the MapAware Project they are addressing the education and training needs of both school based learners and adults in the work place.

While literacy infers an ability to read and write, map literacy refers to map reading but seldom includes the ability to draw maps. The place of map literacy education and training in South Africa at secondary and tertiary level are briefly described before covering the specific training for map use offered through the MapAware Project of the Chief Directorate of Surveys and Mapping. Special focus is placed on the methodologies, materials used and measurements of improved performance.

The methodologies outlined include making maps more easily available to learners, provision of classroom teaching aids, the development of a self-instruction programme for topographic map reading, running adult education workshops and limited one-on-one training in map use. The training materials used to implement most of these strategies are described. Two of the intervention strategies are discussed in some detail following the description of the test instrument designed to measure improved map use performance. Test scores are subjected to a gain score analysis to evaluate the efficacy of the self-instruction programme and the workshop. For the latter, participants' opinions are also surveyed. In conclusion the potential of SAQA to improve map literacy training in the future is briefly discussed

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Lorraine Innes and Brian Engel

As the national mapping organisation (NMO) of South Africa the Chief Directorate: Surveys and Mapping in the Department of Land Affairs has accepted responsibility for promoting map literacy education in South Africa. Through the MapAware Project they are addressing the education and training needs of both school based learners and adults in the work place.

While literacy infers an ability to read and write, map literacy refers to map reading but seldom includes the ability to draw maps. The role of the map reader in the cartographic communication process is briefly discussed as well as the importance of a geographic concept framework for map comprehension. The place of map literacy education and training in South Africa at secondary and tertiary level are briefly described before covering the specific training for map use offered through the MapAware Project of the Chief Directorate of Surveys and Mapping. Special focus is placed on the methodologies, materials used and measurements of improved performance.

The methodologies outlined include making maps more easily available to learners, provision of classroom teaching aids, the development of a self-instruction programme for topographic map reading, running adult education workshops and limited one-on-one training in map use. The training materials used to implement most of these strategies are described. Two intervention strategies are discussed in some detail following the description of the test instrument designed to measure improved map use performance. Test scores are subjected to a gain score analysis to evaluate the efficacy of the self-instruction programme and the workshop. For the latter, participants' opinions are also surveyed. The role of the Surveying Standards Generating Body within the National Qualifications Framework is outlined with reference to map literacy training. In conclusion, discussion and co-operation regarding map literacy training are invited.

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Lorraine Innes

Low levels of map literacy in South Africa and the impact this has on access to spatial information are discussed. The role of geography education in developing geographic concepts and associated spatial concepts is highlighted. The development of basic map use skills is a prerequisite for training in GIS applications. Assistance in acquiring these basic skills is often required by clients served by the GIS community, especially the decision makers and stakeholders in sustainable development projects. The efforts of the national mapping organisation to improve map awareness and map literacy are aimed at increasing this client base. Lack of support from selected business communities for this initiative suggests their apparent disregard for the value of spatial information. It is suggested that this lack of enthusiasm, or is it a lack of awareness, is impacting on the potential of GIS to solve real world problems.

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Lorraine Innes

Levels of map literacy in South Africa are generally low; the causes and consequences are briefly outlined. One of the most serious consequences is limited access to the spatial information required for land reform. Although the necessary maps and diagrams are usually available, stakeholders are not aware of them nor have they been empowered to access the information they contain. Teaching basic map reading is identified as a starting point in solving the map illiteracy problem.

The existing and potential place of the 1:50 000 topographic map in geography education in South Africa is described. Theories of literacy acquisition and geographic and spatial concept development are related to the teaching of map reading. The development of a self-instruction map reading course, based on this relationship and outcomes based education principles, is described. The vital role of local large scale maps in geography teaching is emphasised. The efforts of the South African national mapping organisation, to ensure availability of these maps to all educational institutions promoting map use, are highlighted. With reference to preparing geography teachers, a twofold approach is recommended. Supporting teachers with teaching materials that provide both the geographic concept framework and suitable maps or map extracts and preparing them to use local maps in relevant, reality orientated fieldwork investigations. Because maps are such vital tools in the work of all geographers, their education and training should include an awareness of the products and services of their national mapping organisation.

A synergy between developing a simple geographic concept framework and understanding medium and large scale maps is explored. The paper encourages debate on the topic: Do you use geography concepts to teach map reading or do you use maps to teach geography concepts?

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Lorraine Innes

Any teaching, planning or action relating to the environment should include maps of that environment. The national mapping organisation, the Chief Directorate: Surveys and Mapping, has recognised the need to make South Africans more aware of maps and to assist in developing map literacy. The only way to learn to use maps is to use maps, preferably in the local environment. The paper will outline how the MapAware Project is increasing map use as a tool in geography education and in development planning. The aim of the project is to help people to acquire information from maps and aerial photographs to assist effective decision-making in matters relating to land.

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