Going beyond the Grid: Literary Mapping as Creative Reading

Autor/in	Luchetta, Sara
Titel	Going beyond the Grid: Literary Mapping as Creative Reading
Quelle	In: Journal of Geography in Higher Education, 42 (2018) 3, S.384-411 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2018.1455172
Schlagwörter	Creative Activities; Reading Achievement; Concept Mapping; Geography Instruction; Maps; Literature Appreciation; Spatial Ability; Inquiry; Narration; Experiential Learning; Workshops; Cartography; Assignments; Visual Learning; Time Perspective; Teaching Methods; Literary Devices; College Programs; Foreign Countries; Undergraduate Students; Human Geography; Italy + Suchen Sie Ihr Suchwort? Leseleistung; Concept Map; Geography education; Geography lessons; Geografieunterricht; Map; Karte; Literarische Wertung; Räumliches Vorstellungsvermögen; Experiental learning; Erfahrungsorientiertes Lernen; Lernwerkstatt; Schulung; Kartenkunde; Kartografie; Assignment; Auftrag; Zuweisung; Visual education; Visuelles Lernen; Zeitbezug; Teaching method; Lehrmethode; Unterrichtsmethode; Literaturarbeit; Studienprogramm; Ausland; Humangeografie; Italien
Abstract	Drawing from the importance of narrative inquiry in contemporary geographical reasoning and teaching, this paper focuses on some practices set around the relationship between maps and literature. Reader-generated maps, maps produced starting from the reading of a literary text, are at the core of a reflection on the potentialities of literary mapping in higher education; relating maps and literature in an educational environment, I suggest "creative reading" and "creative mapping" as co-constructive practices that are able to guide students in addressing and internalising the complexity of spatial categories. Reflecting on the students' literary mappings, I focus on the various ways that the literary map contributes to mobilising the space of the text, guiding students in approaching spatial issues from a different (and creative) perspective. Time, point of view and literary trans-scalarity are the key narrative concepts that guide and inform possible inductive ruminations on literary mapping as a learning strategy. Following the core question of "what literary mapping might be and do in the digital age", I aim to resituate contemporary discussions on literary mapping in an educational environment. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01