Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/25202
Appears in Collections:Biological and Environmental Sciences Journal Articles
Peer Review Status: Refereed
Title: (Re)Connecting spatial literacy with children's geographies: GPS, Google Earth and children's everyday lives
Authors: Jarvis, Claire
Kraftl, Peter
Dickie, Jennifer
Contact Email: j.a.dickie@stir.ac.uk
Keywords: Spatial literacy
Children’s geographies
Children’s mobilities
Environmental cognition
Memory
Emotion
Issue Date: May-2017
Citation: Jarvis C, Kraftl P & Dickie J (2017) (Re)Connecting spatial literacy with children's geographies: GPS, Google Earth and children's everyday lives, Geoforum, 81, pp. 22-31.
Abstract: This article sets out an agenda for research that (re)connects research on children’s geographies and childhood studies with studies of spatial literacy. Research on children’s environmental cognition and, latterly, spatial literacy, has been artificially and problematically separated from the majority of research in childhood studies. Our fundamental aim in this article is to argue for – and to evidence – greater attention to how spatial literacy and children’s everyday lives are embedded in one another. To support our broader call for a synthetic research agenda, we draw on some more focussed, qualitative empirical material taken from a large-scale project about children’s mobilities and everyday lives in newly-built urban communities. Our analysis focuses upon children’s interpretations of Global Positioning Systems (GPS) tracks of their mobilities, set against a background of Google Earth imagery. In doing so, we showcase one suite of ways in which research on environmental cognition and children’s geographies might proceed together. We demonstrate that children not only displayed analytical skills (for instance, in relation to scaling effects and pattern recognition) but that many also exercised higher-level, critical analysis, especially in relation to errors on Google Earth outputs. Simultaneously, we interrogate the recursive articulation of a range of qualitative indicators of spatial literacy, with children’s everyday mobilities, routines, emotions and memories. The paper analyses how new conceptual languages and technologies being propounded by spatial literacy scholars could afford a more enriched understanding of key contemporary concerns for children’s geographers, and, recursively, what spatial literacy scholars might gain from engaging with (especially qualitative) research prompted by those concerns.
DOI Link: http://dx.doi.org/10.1016/j.geoforum.2017.02.006
Rights: This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. Accepted refereed manuscript of: Jarvis C, Kraftl P & Dickie J (2017) (Re)Connecting spatial literacy with children's geographies: GPS, Google Earth and children's everyday lives, Geoforum, 81, pp. 22-31. DOI: 10.1016/j.geoforum.2017.02.006 © 2017, Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/

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