LEADER 00988nam0-22003491i-450- 001 990003752250403321 005 20060124111433.0 035 $a000375225 035 $aFED01000375225 035 $a(Aleph)000375225FED01 035 $a000375225 100 $a20030910d1981----km-y0itay50------ba 101 0 $aita 102 $aIT 105 $ay-------001yy 200 1 $a<>uomo, un giornale$eAlfredo Frassati$fLuciana Frassati 210 $aRoma$cEdizioni di storia e letteratura$d1981 215 $a3 v. (6 t.) 225 1 $aPolitica e storia 610 0 $aGiornalismo$aStoria 676 $a075$v21$zita 700 1$aFrassati,$bLuciana$0257852 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990003752250403321 952 $a075 FRA 1,3/1$b2742/1$fBFS 952 $a075 FRA 1,3/2$b2742/2$fBFS 952 $a075 FRA 1,2/1$b2146/1$fBFS 952 $a075 FRA 1,2/2$b2146/2$fBFS 959 $aBFS 996 $aUomo, un giornale$9149921 997 $aUNINA LEADER 00846nam a22002411i 4500 001 991003867709707536 005 20040625180117.0 008 040802s1976 it |||||||||||||||||ita 035 $ab13140048-39ule_inst 035 $aARCHE-109265$9ExL 040 $aBiblioteca Interfacoltà$bita$cA.t.i. Arché s.c.r.l. Pandora Sicilia s.r.l. 082 04$a853.91 100 1 $aRaya, Gino$0152164 245 10$aStorie /$cGino Raya 260 $aMilazzo :$bSpes,$c1976 300 $aXVI, 323 p. :$britr. ;$c25 cm 440 0$aNarratori del Sud 907 $a.b13140048$b02-04-14$c05-08-04 912 $a991003867709707536 945 $aLE002 Fondo Giudici H 516$g1$i2002000307286$lle002$nC. 1$o-$pE0.00$q-$rn$so $t0$u0$v0$w0$x0$y.i13777300$z05-08-04 996 $aStorie$9309807 997 $aUNISALENTO 998 $ale002$b05-08-04$cm$da $e-$fita$git $h0$i1 LEADER 06279nam 22006255 450 001 9910483295003321 005 20251113183454.0 010 $a3-030-68594-2 024 7 $a10.1007/978-3-030-68594-2 035 $a(CKB)4100000011807278 035 $a(MiAaPQ)EBC6531664 035 $a(Au-PeEL)EBL6531664 035 $a(OCoLC)1244535886 035 $a(PPN)254721451 035 $a(DE-He213)978-3-030-68594-2 035 $a(EXLCZ)994100000011807278 100 $a20210329d2021 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aRethinking Map Literacy /$fby Ming Xie, Steven Reader, H. L. Vacher 205 $a1st ed. 2021. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2021. 215 $a1 online resource (133 pages) 225 1 $aSpringerBriefs in Geography,$x2211-4173 311 08$a3-030-68593-4 327 $aIntro -- 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. 327 $a8.1.2 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. 330 $aThis 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? inan innovative way to explore the variability of map reading skills and knowledge based on specific map examples. 410 0$aSpringerBriefs in Geography,$x2211-4173 606 $aGeographic information systems 606 $aLiteracy 606 $aGraph theory 606 $aGeographical Information System 606 $aLiteracy 606 $aGraph Theory 615 0$aGeographic information systems. 615 0$aLiteracy. 615 0$aGraph theory. 615 14$aGeographical Information System. 615 24$aLiteracy. 615 24$aGraph Theory. 676 $a912.014 700 $aXie$b Ming$0849095 702 $aReader$b Steven 702 $aVacher$b H. L. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910483295003321 996 $aRethinking map literacy$91896418 997 $aUNINA