Mapping Information Landscapes presents the first in-depth study of the educational implications of the idea of information literacy as ‘the capacity to map and navigate an information landscape’. Written by a leading researcher in the field, it investigates how teachers and learners can use mapping in developing their ability to make informed judgements about information, in specific places and times. Central to the argument is the notion that the geographical and information landscapes are indivisible, and the techniques we use to navigate each are essentially the same. The book presents a history of mapping as a means of representing the world, ranging from the work of medieval mapmakers to the 21st century. Concept and mind mapping are explored, and finally, the notion of discursive mapping: the dialogic process, regardless of whether a graphical map is an outcome. The theoretical framework of the book weaves together the work of authors including Annemaree Lloyd, Christine Bruce, practice theorists such as Theodore Schatzki and the critical geography of David Harvey, an author whose work has not previously been applied to the study of information literacy. The book concludes that keeping information landscapes sustainable and navigable requires attention to how equipment is used to map and organise those landscapes. How we collectively think about and solve problems in the present time inscribes maps and positions them as resources in whatever landscapes we will draw on in the future. Information literacy educators, whether in libraries, other HE courses, high schools or the workplace, will benefit by learning about how mapping – implicitly and explicitly – can be used as a method of teaching IL. The book will also be useful reading for academics and researchers of information literacy and students of library and information science.

This book constitutes the refereed proceedings of the Third European Conference on Information Literacy, ECIL 2015, held in Tallinn, Estonia, in October 2015. The 61 revised full papers presented were carefully reviewed and selected from 226 submissions. The papers are organized in topical sections on information literacy, environment and sustainability; workplace information literacy and knowledge management; ICT competences and digital literacy; copyright literacy; other literacies; information literacy instruction; teaching and learning information literacy; information literacy, games and gamification; information need, information behavior and use; reading preference: print vs electronic; information literacy in higher education; scholarly competencies; information literacy, libraries and librarians; information literacy in different context.

Mapping Archaeological Landscapes from Space offers a concise overview of air and spaceborne imagery and related geospatial technologies tailored to the needs of archaeologists. Leading experts including scientists involved in NASA’s Space Archaeology program provide technical introductions to five sections: 1) Historic Air and Spaceborne Imagery 2) Multispectral and Hyperspectral Imagery 3) Synthetic Aperture Radar 4) Lidar 5) Archaeological Site Detection and Modeling Each of these five sections includes two or more case study applications that have enriched understanding of archaeological landscapes in regions including the Near East, East Asia, Europe, Meso- and North America. Targeted to the needs of researchers and heritage managers as well as graduate and advanced undergraduate students, this volume conveys a basic technological sense of what is currently possible and, it is hoped, will inspire new pioneering applications. Particular attention is paid to the tandem goals of research (understanding) and archaeological heritage management (preserving) the ancient past. The technologies and applications presented can be used to characterize environments, detect archaeological sites, model sites and settlement patterns and, more generally, reveal the dialectic landscape-scale dynamics among ancient peoples and their social and environmental surroundings. In light of contemporary economic development and resultant damage to and destruction of archaeological sites and landscapes, applications of air and spaceborne technologies in archaeology are of wide utility and promoting understanding of them is a particularly appropriate goal at the 40th anniversary of the World Heritage Convention.​

Atlas of Material Worlds is a highly designed narrative atlas illustrating the agency of nonliving materials with unique, ubiquitous, and often hidden influence on our daily lives. Employing new materialism as a jumping-off point, it examines the increasingly blurry lines between the organic and inorganic, engaging the following questions: What roles do nonliving materials play? Might a closer examination of those roles reveal an undeniable agency we have long overlooked or disregarded? If so, does this material agency change our understanding of the social structures, ecologies, economies, cosmologies, technologies, and landscapes that surround us? And, perhaps most importantly, why does material agency matter? This is the story of the world’s driest nonpolar desert, pink flamingos, and cerulean blue lithium ponds; industrial shipping logistics, pudding-like jiggling substrates, and monuments of mud; galactic bodies, radioactive sheep, and the yellowcake of uranium. Put simply, this book dares readers to see the world anew, from material up. Atlas of Material Worlds offers this new relationship to our host environment in a time of mounting crises—accelerating climate change, ballooning socioeconomic inequality, and rising toxic nationalism—uniquely telling materialist stories for practitioners and students in landscape, architecture, and other built environment disciplines.

Mapping Doggerland documents the methodology and results of an innovative project to investigate a large area of the Southern North Sea, submerged during the last Glacial Maximum between 10,000 and 7500 bp.

This open access volume critically reviews a diverse body of scholarship and practice that informs the conceptualization, curriculum, teaching and measurement of life skills in education settings around the world. It discusses life skills as they are implemented in schools and non-formal education, providing both qualitative and quantitative evidence of when, with whom, and how life skills do or do not impact young women’s and men’s lives in various contexts. Specifically, it examines the nature and importance of life skills, and how they are taught. It looks at the synergies and differences between life skills educational programmes and the way in which they promote social and emotional learning, vocational/employment education, and health and sexuality education. Finally, it explores how life skills may be better incorporated into education and how such education can address structures and relations of power to help youth achieve desired future outcomes, and goals set out in the Sustainable Development Goals (SDGs). Life skills education has gained considerable attention by education policymakers, researchers and educators as being the sine qua non for later achievements in life. It is nearly ubiquitous in global and national education policies, including the SDGs, because life skills are regarded as essential for a diverse set of purposes: reducing poverty, achieving gender equality, promoting economic growth, addressing climate change, fostering peace and global citizenship, and creating sustainable and healthy communities. Yet, to achieve these broad goals, questions persist as to which life skills are important, who needs to learn them, how they can be taught, and how they are best measured. This book addresses these questions.

This book constitutes revised selected papers from the 4th European Conference on Information Literacy, ECIL 2016, held in Prague, Czech Republic, in October 2016. The 52 full and 19 short papers presented in this volume were carefully reviewed and selected from 259 submissions. They were organized in topical sections named: inclusive society and democracy; employability and workplace; various literacies; reading preference: print vs electronic; theoretical aspects; higher education; discipline based studies; research methods; children and youth; country based studies; academic libraries; librarians; and teaching methods and instruction.

This book moves beyond conventional conceptions of space and place to explore how the spatial imagination has informed our postmodern mapping of literature, culture, history, geography and politics. In this volume, scholars from different academic fields contest new territories for critical expression, venturing into a geocritical discussion of notions of identity, borders, territory, cognitive geographies, glocal cultural mobility, gendered spaces, (post)colonial cartographies, and spaces of resistance. These brilliant discussions of the postmodern dialectics of space and place invite a reappraisal of the value of space in our social, political and historical realities, thus extending the geographical imagination beyond its physical and territorial manifestations and investigating its hitherto uncharted spiritual, psychic, emotional, literary, and symbolic terrains. Bringing together theoretical and critical contributions in the fields of culture, history, politics, and literature, this engaging work invites readers to think geocritically about the significance of space and place in the postmodern age. It represents essential reading for students, critics, and scholars from various academic fields and disciplines, including history, geography, cultural studies, anthropology, political science, literature and critical theory.

This book explores the concepts, premises, advancements, and challenges in quantifying natural forest landscape patterns through mapping techniques. After several decades of development and use, these tools can now be examined for their foundations, intentions, scope, advancements, and limitations. When applied to natural forest landscapes, mapping techniques must address concepts such as stochasticity, heterogeneity, scale dependence, non-Euclidean geometry, continuity, non-linearity, and parsimony, as well as be explicit about the intended degree of abstraction and assumptions. These studies focus on quantifying natural (i.e., non-human engineered) forest landscape patterns, because those patterns are not planned, are relatively complex, and pose the greatest challenges in cartography, and landscape representation for further interpretation and analysis.

"You are here, a map declares, but of course you are not, any more than you truly occupy the vantage point into which a landscape painting puts you. How maps and paintings figure and reconfigure space--as well as our place in it--is the subject of Edward S. Casey's study, an exploration of how we portray the world and its many places. Casey's discussion ranges widely from Northern Sung landscape painting to nineteenth-century American and British landscape painting and photography, from prehistoric petroglyphs and medieval portolan charts to seventeenth-century Dutch cartography and land survey maps of the American frontier. From these culturally and historically diverse forays a theory of representation emerges. Casey proposes that the representation of place in visual works be judged in terms not of resemblance, but of reconnecting with an earth and world that are not the mere content of mind or language--a reconnection that calls for the embodiment and implacement of the human subject." -- Book jacket.