Geospatial Literacy: Developing an Innovative and Student-centered Approach through Blended Learning

There is growing interest in geospatial instruction across all disciplines on our campus.  As a result, geospatial literacy now accounts for nearly 40% of the library’s instruction and outreach activities.  While the need is great, the reaction of undergraduates to a traditional instruction approach has been lukewarm, at best.  This session will include a description of the process used to initiate, develop, create, and assess the geospatial literacy blended learning approach used at McMaster University. The project represents collaboration between faculty members, library instructional staff, pedagogical, and technical staff from McMaster University.

This project involves, specifically, the introduction of blended learning instruction on geospatial literacy in three undergraduate courses: Environmental Science 1G03 (400+ students); Geography 1HA3 (1200+ students); and Geography 1HB3 (1200+ students). Previously, these three courses received this instruction in a face-to-face model within the university map library, facilitated by map library staff.

The modules produced as part of this project, and available to students on-demand through the University’s learning management system, will be highlighted as part of the presentation. The pedagogical underpinnings of this approach will be highlighted and preliminary assessment will be shared. The project commenced in May 2011 and modules were first introduced to students in September 2011.  This approach will likely be of interest to both administrators and instructors who would like to expand geospatial literacy while maintaining costs associated with instruction.