Feminist Critiques of GIS

Noc, Maël Le

doi:10.22224/gistbok/2019.2.12

Cited by 2 publications

(1 citation statement)

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“…The framework underscores that both geospatial and non‐geospatial KSA are essential for GIS individuals to thrive and flourish in the geospatial industry and society in general. By appreciating the value and advocating the development of both hard and soft competencies which may be engaged to varying degrees in individual and group projects, the framework helps neutralize the perceived masculinist biases of GIS epistemologies (Le Noc, 2019). Indeed, based on the triangle of affective GIS, triangle of GIS practice, and circle of GIS thinking, as well as competence models like Gaudet et al.…”

Section: Discussionmentioning

confidence: 99%

Towards a holistic framework for delivering quality GIS education within and across disciplines

Hodza

Berendsen

Hamerlinck

2021

Transactions in GIS

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The current GIS education framework has gaps, undervalued elements, and decentralized components that make it difficult to effectively relate, teach, learn, and assess learning key constructs within and across disciplines. Building upon critical synthesis, analysis, and extension of multidisciplinary literature, we develop a student‐centered framework that places the 2D learning GIS space within the broader 3D educational space defined by cognitive, affective, and psychomotor domains of learning. The modalities of GIS learning are discussed in the contexts of the “circle of GIS thinking,” “triangle of GIS practice,” and “triangle of affective GIS.” The framework suggests that well‐rounded GIS individuals possess hard and soft (non‐)geospatial knowledge, skills, and abilities gained through learning by thinking, doing, and feeling. It is coherent, intuitive, extensible, and in sync with modern GIS perspectives and knowledge, and multimodal ways of mastering this subject. We demonstrate how the framework informs design and content considerations for hybrid minds‐on, hands‐on, and “body‐on” classroom assessments that mirror the nature of GIS. We conclude that the framework shows considerable potential to facilitate consistent and persistent delivery of quality GIS education.

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Section: Discussionmentioning

confidence: 99%

Towards a holistic framework for delivering quality GIS education within and across disciplines

Hodza

Berendsen

Hamerlinck

2021

Transactions in GIS

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Mapping Concepts to Locate Learning Opportunities: Aligning the ACRL Framework to the GIS&T Body of Knowledge

Sadvari

2019

Journal of Map & Geography Libraries

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The adoption of the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education in 2016 coincided with the launch of the digital edition of the Geographic Information Science and Technology (GIS&T) Body of Knowledge. The GIS&T Body of Knowledge and the ACRL Framework share a common goal of providing a flexible, communitydriven, living document to support teaching and learning in higher education. The Body of Knowledge serves as a representation of the GIS&T knowledge domain, while the ACRL Framework aids librarians in integrating core information literacy concepts into instruction in their respective knowledge domains. Despite this connection, no attempt to evaluate how these guiding documents can be aligned to one another to inform instructional practice has yet been reported. This study uses a relative crosswalk approach to map connections between the knowledge practices and dispositions in the ACRL Framework and the learning objectives in the GIS&T Body of Knowledge. This analysis highlights alignment between these documents and can serve as a conceptual foundation to make it easier for map, geospatial, and subject librarians to identify practical opportunities for integrating information literacy instruction into GIS&T education, both independently and in collaboration with disciplinary faculty.

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Feminist Critiques of GIS

Cited by 2 publications

References 0 publications

Towards a holistic framework for delivering quality GIS education within and across disciplines

Towards a holistic framework for delivering quality GIS education within and across disciplines

Mapping Concepts to Locate Learning Opportunities: Aligning the ACRL Framework to the GIS&T Body of Knowledge

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