ABSTRACT
Most of this book has been concerned with the evidence for children’s ability to read, interpret and use maps. This chapter considers the implications of that evidence for teachers (and others) who need to prepare maps for classroom use. Although much of the guidance offered below is applicable to maps made by hand, the assumption has been made that teachers will increasingly want to prepare maps using any of an increasing number of software applications for drawing, desktop publishing and map making. The main focus will therefore be on teachers using their computer to produce maps that can be printed and copied for students. Reference to specific software has, however, been avoided and the general principles apply equally to maps drawn by hand. Although there is a substantial difference between the needs of, say, 5-, 10-and 15-year-olds, relatively little specific support exists on how to design maps for children and much has to be extrapolated from principles established for adults. Children’s own views suggest that they value clarity above all and in particular high contrast, large type and a clear visual hierarchy. They want detail, but they want it clearly structured so that it has strong visual impact (Bartz, 1967b).
