Geoliteracy
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Geoliteracy: A Wasteland or Fertile Ground?

Geoliteracy in the US and Canada was once thriving. I will attempt to give an overview of where we have been in the United States and Canada from my experience; and from whom I gained knowledge. From indications in conversation with others like me, we need to do a formal assessment, start a dialogue, and choose a course of action.

The overarching rationale for having solid geoliteracy is that nations that are multi-literate are strong nations. This translates into an informed workforce, good governance, and by default, a strengthening of economies. By examining the past and current status of geoliteracy in the US and Canada, and comparing to other countries we should formulate a vision of necessary action.

Like many others, my involvement in geoliteracy advocacy was never to seek recognition for my path. It was rooted in passion for a discipline. The reward of progress in your field is enough. However, as we progress through our lives and careers distracted by by life and its challenges, it is common to forget our roots and what nurtured us. The value of reflection and acknowledgement reminds us and validates who and what shaped us.

Strong geoliteracy underpins everything in geospatial technology from collecting and sharing, analyzing and displaying, and applying our data findings to the issues in the built and natural environment across multiple disciplines, professions and utilities.

Do we need to shift our gaze, to ascertain what is or is not progressing in our network? All indicators suggest we should.

Contextually, what exactly is geoliteracy?
One of the best explanations is here: https://geo.appstate.edu/ncga/about/geo-literacy

Connections made through advocacy for geoliteracy is vital.

To add emphasis to the above, a recent post from Dr. Dawn Wright (Chief Scientist at ESRI) on Bluesky re Governor Tim Walz was timely and fitting:

@leahstokes.bsky.social @katharinehayhoe.com

Dr. Dawn Wright (@deepseadawn.bsky.social) 2024-08-06T13:27:41.134Z

Referenced was Governor Walz’s recent presentation at the ESRI User Conference.

His subsequent VP nomination and background quickly spread like wildfire across social media when proponents of geoliteracy/geographic education from many countries excitedly recognized that, “He is one of us!” Governor Walz, as a geography teacher, was one of the early adaptor of GIS in the K-12 system, the foundation of geospatial of today. I, too, was one of those “pioneers”.

Educators and organizations from the US and Canada have been working together since the early 1990s to strengthen geoliteracy, identifying that it teaches critical thinking through problem-solving and decision-making. It was with excitement that geographers connected GIS and geomatics applications to the conclusion that a knowledge foundation of geography was needed to be ultimately effective!

Although I write from the Canadian point of view, geoliteracy in Canada would not have been possible if not for the US connections to geographers and geographic educators. Building the foundation were:

  • The National Geographic Society and its endowment of state alliances, one of which was a grant to Canada
  • The National Council for Geographic Education
  • The American Association of Geographers
  • The American Geographical Society

These groups, and supportive government agencies like NOAA and NASA realized the power of GIS in teaching and learning and the impact it would have. Key to the early adaptation and integration into the education system, it is essential to acknowledge the role of ESRI and its K-12 program, and the continuing support by legends Charlie Fitzpatrick, Joseph Kerski, Dr. Dawn Wright, and Michael Gould. This program gradually spread to other countries and greatly influenced programs, continuing even to this day.

Commitment to raising awareness was sustained and intense. From this movement grew GIS Day and Geography Awareness Week. I was fortunate to have interacted with and learned from all of the above at some level through these counterparts and similar Canadian partners.

  • The Royal Canadian Geographical Society, and its education arm, Canadian Geographic Education, (through a NatGeo grant)
  • ESRI Canada
  • Canadian Association of Geographers
  • Ontario Association of Geographic and Environmental Education
  • Natural Resources Canada
  • All this framework building re occurred between 1990 and 2010, including a rapid rise in geospatial courses in colleges and universities.

Then came a loss of momentum; because, with time, careers, connections, governments, budgets, organizations, leadership, and curriculum all change. Grants were withdrawn. Priorities shifted. I am not sure how many powerful state alliances still exist to support K-12 geographic education with necessary resources, and professional development opportunities. The same erosion is true in Canada.

I do know that geography as a stand-alone foundation discipline in North American schools in K-12 is being constantly diminished through integration into “Social Studies”, where basic outcomes of the “science of where” are often neglected. I do know that some colleges and universities are cancelling geomatics and GIS programs and courses. Most alarming is that as a seasoned educator, I do know that once programs are lost, it takes a long time to get them re-established. I do know that it is a concern to practitioners in those fields.

This is a recent example from seasoned Canadian geospatial professional, Chris North:

The GIS Industry at an Existential Crossroads

Everyone has a stake in the structure of a good education: children, parents, communities, governments, organizations, institutions, businesses, countries, the world.

It is my wish that we start an open discussion of what we can offer: visits to local schools, sponsoring educational materials, creating and distributing career posters, participating in career fairs, being available as a guest speaker, seeding a scholarship, contacting your governance representatives and asking questions, getting organizations on board with grants funding.

I challenge you to not wait for someone else’s initiative but to become proactively involved. Ascertain what you can do to jumpstart your contribution on whatever scale to reinforce this community and networks by utilizing what worked in the past. Examine the current state in your community schools, your alma maters, the prescribed curriculum for your jurisdiction, the political climate, the willingness of government departments to fund education initiatives. Ask, demand, cajole!

I have concluded that efforts for change is not continuous. If constant pressure is not sustained, it fizzles. Proponents need to be replaced at cyclical intervals. We are now in that position! Alarm bells are ringing.

Let’s not bemoan, and remain inactive! We need champions to relaunch a bold vision. We can and must connect; and pursue a call for proaction by assessing what we have in place and what needs to be done to move forward individually, collectively and collaboratively.

Please bring forward any surveys/statistics, papers, good practices, or exemplars of which you may be aware. Let’s coordinate, contribute to, and publicize existing podcasts, videos, and writings that are in our sphere. Discover what other countries are doing and compare to your own.

Leadership at any level makes a difference. The Geographical Association in the United Kingdom and the International Geographic Union remain inspirational.

Personally, these leaders have provided mentorship and advocacy by their example: Steven Ramage, Keith Masback, Nadine Alameh and Jonathan Murphy. Who else us out there?

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