The Cartographic Culture of Children

Informal Learning and Multiliteracies in Cartography through Digital Screens

Abstract

This article investigates how children develop a cartographic culture through informal interactions with digital screens, exploring spontaneous practices in non-formal environments. The study draws on the analysis of previous research and children’s artifacts, such as maps created in apps, games, and influenced by cartoons and everyday experiences. The investigation highlights the concept of Multiliteracies in Cartography, which involves interpreting multiple signs and languages through digital interfaces, expanding the understanding of maps beyond formal education. A qualitative methodology was applied, focusing on the content analysis of maps produced by children, identifying how interactive media shape spatial perception and cultural practices. The research concludes that these digital environments not only complement traditional learning but also foster new forms of spatial agency, suggesting the importance of recognizing and integrating these practices into education.