ROLE OF MAP LITERACY IN ENVIRONMENTAL EDUCATION
Maps are defined as a two dimensional, geometrically accurate representation of a three dimensional space. It is graphic representation of a set of features whose relationships are shown by size, position and time. Map is a tool by which we can view, measure and understand our environment. Map is one of the easiest tools and probably the best tool for establishing any environmental dialogue. It has generally been observed that the basic knowledge about maps is rather low among the people of this country, even among the formally educated. Map learning can make people able to handle geo-environmental information of local, regional, national and global levels efficiently and more accurately.
A Kolkata based NGO is pursuing map literacy programme in West Bengal since 2004. The organisation had implemented map literacy programme in 40 rural schools of West Bengal where 3000 students were given training on understanding, using, updating and creating maps of their local area. The exercises had given them a better idea and understanding of their local environment. They learnt how to observe the changes that occurred in terms of demography, social pattern, natural resource, pollution and biodiversity.
Environmental mapping programme can be a part of environmental education where the learners will learn to prepare local area thematic maps based on different environment related themes and develop local environmental database. In an advance stage of map learning other geo-informatics tools like GPS, remote sensing and GIS may be introduced. A systematic curriculum can be prepared. Map literacy programme for school children needs a mentor or a motivated teacher first. This teacher should be well trained in imparting the knowledge of map reading, map making and interpretation of maps. Students will learn to make their own environmental maps step by steps.
There are several stages of understanding in the map literacy programme. Different types of toolkit are required according to the stages of understanding. The first part of understanding involves understanding of location, distance, direction and scale. The second part will be map reading. Students will learn how to read different types of map. They will understand to read the symbols used in a map. The third part is mapping and data generation. In this part real time mapping and data generation are involved. The fourth part is thematic map making based on different environmental parameters.
The basic toolkit should contain materials designed according to the infrastructure available in the school. In India there are two types of schools: having or not having any internet access. For the schools which do not have internet access or don’t have even electricity the tool kit should contain the following materials. globe, atlas, a measuring tape, a compass, ruler, drawing sheet, a resource book , coloured pencil set, local base maps like topo-sheets, cadastral maps, hard copy of recent satellite image. The schools having computer or internet access may use more sophisticated tools like GPS, GIS and digital satellite data and utilise applications like Google Earth, Wikimapia or ESRI digital data .
About the Author
Pradip Sengupta is a hydrogeologist and a GIS expert. He is one of the mentors of community level map literacy in India. His blog is http://www.pradip-watercrisis.blogspot.com/
Topographic Maps Video.wmv