ABSTRACT
School atlases serve contradictory purposes. Traditionally they have been seen as providing spatial information about the location of places and different environments around the world. This function positions them as authoritative and comprehensive reference sources along with encyclopaedias and dictionaries. However, school atlases also have a role in supporting investigative teaching and learning, particularly in geography. This chapter explores some of the issues surrounding the production and use of school atlases in the UK, with a particular emphasis on the needs of younger pupils and adolescents. It focuses on print rather than electronic productions and is based on the author's own experience of writing and devising atlases for children and young adults over the last 25 years. It is argued that devising a school atlas involves making many compromises and recognising contradictions. Articulating the principles which guide content selection is fundamental in developing a deeper understanding of atlas production.
