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Due to advances in information and communication technology, web maps are an increasingly important means of communication. While paper maps provide solutions that are accessible to the visually impaired, the use of web maps is still difficult for these users. This is true even though technology opens up new possibilities for developing accessible web maps. But, what must be considered when creating web maps suitable for the visually impaired? This paper presents recommendations, including example solutions based on the results obtained in two projects: AccessibleMap and senTour. In both projects mixed methods were used: literature and internet review, questionnaires, and analysis of similar systems. All work was done in close cooperation with organizations that represent the interests of the target group. The findings underline that web maps accessible to visually impaired users must support different interaction modes and assistive technology. A carefully designed user interface, an easy-to-read map picture, and the provision of a verbal description of the map content are important. Further, additional aspects should be considered to enable these users to fully benefit from web maps. This refers to the need to widen the concept of accessibility, encompassing among others usability, the importance of building up these users’ digital and spatial competencies, and to leverage the advantages that result from the application of the participatory design approach.

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The availability of spatial data is a key concern in protected area management, including visitor management. Obtaining spatial data is often laborious and expensive. New approaches involving the general public in data collection can provide a solution. Among existing crowdsourcing initiatives, OpenStreetMap (OSM) is the largest. But, while public participation geographic information systems (PPGIS), volunteered geographic information (VGI), and user-generated content (UGC) are used in visitor management, OSM still receives less attention. In this paper, questions regarding the possibilities of using OSM data in visitor management are discussed. The focus is on recreational infrastructure data, since infrastructure is an important means for guiding and managing visitors. The Berchtesgaden National Park (Germany) served as the study area. A list of the relevant elements of the recreational infrastructure in the protected area was elaborated, and an analysis was carried out to determine how useful the OSM tagging system is for describing these elements. In addition, data held in the OSM database was assessed first with regard to which infrastructure elements the OSM database holds data for, and second for the amount of data held. Along with the benefits, there are also challenges in using OSM. Thus, there is a need to expand the OSM tagging system to allow the description of different types of nature-based recreational infrastructure and to increase people's involvement in OSM.Research eco.mont -Volume 9, Number 2,

In the last years the way how we communicate and exchange information has undergone significant changes. The relevant processes are increasingly Web 2.0-mediated and enable reflective and participatory practices. As part of this development, the use of geomedia in everyday life (both in work life and private life) has gained in importance. The intrusion of new communication channels and media is closely related to discussions and research on topics such as geo-communication, spatially enabled society and spatial citizenship.A competent handling of geomedia requires everyone to develop new and/or more sophisticated capabilities and abilities. While very recently school education has started to impart geomedia competencies, opportunities for (Geo-)ICT empowerment for adults are rather rare. Suitable activities on adult education and learning should be established for various reasons (e.g. social inclusion, information access). This is in line with efforts of the European Union to address the demand to increase and intensify approaches to adult education and learning.Facing the existing gap between adults' geomedia literacy on one hand and the promises of a spatially-enabled society on the other, this paper discusses the topic of how everyone in society can become spatially literate, i.e. how adults can develop and strengthen their geomedia competencies. This discussion is illustrated with experiences from the pilot course "Geomedia 55+" (held in cooperation with the "University 55+" at Salzburg University, Austria) that aims at teaching geomedia skills for elderly people.