Spatial Literacy

Spatial literacy is the ability to understand the concept of space; apply processes of reasoning employing appropriate tools to determine spatial relationship between people, places, or objects; and visualize or communicate those spatial relationships in various contexts. This definition is based on simple definitions for the terms spatial(related to or existing within space) and literacy(the ability to read and write) as expanded by the United Nations Educational, [Page 423]Scientific, and Cultural Organization (UNESCO) definition of literacy:“the ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts.” While there are many types of literacy (e.g., technological, digital, health, computer), each is based on the specific abilities that must be acquired. Spatial thinking uses the skills and competencies one must possess to be deemed spatially literate and is pervasive in science, the workplace, and everyday life.

In 2006, the U.S. National Research Council published Learning to Think Spatially. The report defines spatial thinking and provides insight into spatial literacy that conveys the complex nature of the definition. The report points out that the Workforce Investment Act of 1998 defined literacy as “an individual's ability to read, write, and speak in English, compute and solve problems, at levels of proficiency necessary to function on the job, in the family of the individual and in society.” It states that a person who is “proficient in spatial thinking is spatially literate.” Thus, a person who thinks spatially should have the ability to understand concepts related to distance, scale, near versus far, adjacency, connectivity, and proximity. In the preface to the report, Roger Downs expands on these abilities, stating that spatial thinking is a form of thinking that includes concepts related to space, tools that allow an individual to represent space, and the processes of spatial reasoning. A conclusion of the report is that spatial thinking must become recognized as a fundamental part of the school curriculum.

An example of the ability to think spatially can be illustrated by geographer Waldo Tobler's first law of geography, which states, “Everything is related to everything else, but near things are more related than distant things.” To argue the merits of this law, one must think spatially and be spatially literate. The law is frequently applied by geographers and other geographic information scientists to study patterns and relationships geographically, such as correlating characteristics of a population (diseases or death rates) to natural or man-made environmental hazards.

Spatial abilities are needed in everyday life. A consumer uses spatial literacy to assemble toys or other household objects. This task requires an ability to comprehend written or graphically illustrated instructions in order to spatially manipulate parts and correctly assemble the object. Packing luggage into a car efficiently requires spatial thinking. Spatial skills are used to choose the best (shortest, fastest, easiest, most economical) route between work and home. The problem can become very complex when combined with other tasks, such as picking up children, shopping for various items, or stopping to visit friends. Geographic information science uses the same type of reasoning, using complex algorithms and tools when determining optimal routes for transportation systems or choosing the best site for a facility to meet the needs of a specific demographic group, such as determining a location for a day care center in close proximity to areas with a high density of young families.

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