Abstract
Contemporary research is considering new forms of literacy that extend beyond the skills required to process alphanumeric data. The skills involved in visualising, reasoning, and communicating about 2D and 3D spatial information are commonly referred to as ‘Spatial Literacy’. Research has highlighted a positive relationship between Spatial Literacy and achievement across a diverse range of subject areas. Internationally, researchers have observed that students often have underdeveloped levels of Spatial Literacy on matriculation to third-level courses, particularly in the STEM area. In an attempt to better understand the potential reasons for this, this paper endeavours to unpack the complex nature of Spatial Literacy, its definition and associated metrics. Concerns are raised about the Spatial Literacy levels of Irish students based on international metrics and benchmarking against other jurisdictions. This paper seeks to problematize Spatial Literacy within the Irish educational context with a particular focus on dominant curriculum ideologies and education policy discourse.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Technology and Design Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
