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Teaching geomedia literacy in school geography: Teachers’ perspectives on students’ interpretive and productive skills
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Authors
Petteri Muukkonen 
Abstract
Maps, diagrams, images, and visualisations are central to how geographical knowledge is learned and communicated in school. Drawing on 20 interviews with Finnish lower and upper secondary geography teachers, this article analyses geomedia literacy as disciplinary literacy through an abductive, theory-informed thematic analysis. Teachers described geomedia as the everyday representational language of geography, but also identified students’ difficulties in moving from observation to explanation. The findings show that geomedia literacy requires explicit modelling, guided interpretation, evidence-based justification, and scaffolded production tasks that treat geographical representations as tools for reasoning.
DOI
https://doi.org/10.31223/X52B5C
Subjects
Education, Educational Methods, Geographic Information Sciences, Geography, Language and Literacy Education, Other Geography, Science and Mathematics Education, Spatial Science
Keywords
Geomedia literacy, Geography education, Disciplinary literacy, Spatial literacy, Geographical reasoning
Dates
Published: 2026-06-25 10:12
Last Updated: 2026-06-25 10:12
License
CC BY Attribution 4.0 International
Additional Metadata
Conflict of interest statement:
None
Data Availability:
None
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