Digital Sovereignty in the Context of Map Literacy: Evidence-Based Development and Dissemination of a Professional Development Concept for Geography Teachers

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Abstract

The competent use of maps as a central medium in geography education represents a fundamental qualification with both practical and disciplinary significance (Hemmer et al., 2010). The digital production of maps has become accessible to a wide range of user groups through Web 2.0 (“prosumers”), enabling, on the one hand, digital participation, but on the other hand also the dissemination of specific perspectives and interests. A critical and reflective engagement with digital maps is therefore an essential component of digital sovereignty (Glasze 2009), which geography teachers must address in a self-reflective and subject-specific manner (Brüggemann & Frederking 2024). This necessity is addressed within the BMBF-funded project DiSo-SGW – Kompetenzverbund lernen:digital, in which a digital, asynchronous professional development program is being developed and evaluated in several iterative cycles. The poster presents the structure of the training program as well as insights into the accompanying research.

Speakers from the University of Münster

Mehren, Rainer	Professorship of Didactics of Geography (Prof. Mehren)
Rüther, Luis Paul	Professorship of Didactics of Geography (Prof. Mehren)