This contribution suggests that there is a major divide between using innovative tools such as GIS and geomedia in education, and using these tools to actively foster innovativeness. It takes two steps to argue that fostering innovativeness should be at the center of geomedia use in education: Firstly, it examines concepts of innovation and innovativeness in regard to potential geomedia uses in school. Secondly, we analyse English language contributions to the GI-Forum in regard to their use of the term innovation. We finally suggest that geomedia use should be reexamined , and at least partially used to support innovativeness, based on visual analytics approaches and storytelling.

OpenStreetMap (OSM) is known as the most successful application in the field of crowdsourced Volunteered Geographic Information. Studies show that the vast majority of OSM contributors are middle-aged, well-educated males in stable employment. Accordingly, OSM data represents the worldview of a sharply delimited social group. To overcome this, it is necessary to identify the issues which prevent new user groups from contributing to OSM. This paper elucidates the problems behind these mechanisms and identifies the challenges of new users by focusing on the example of senior citizens.

This contribution suggests that Feminist and Queer Studies, and more explicitly Feminist and Queer cartographies, may contribute widely to an education for Spatial Citizenship, aiming at participation and empowerment. Based on basic competence dimensions of Spatial Citizenship education, the paper explores existing theoretical and empirical work for technical and methodological skills, reflexive geo-media use, and practices of communication and participation. The evidence is systematized in order to suggest a Research Agenda, as well as to provide an overview of educational approaches that may be readily translated to secondary school use.

At the University of Salzburg, a new module links science topics, pedagogy and school practice for students in teacher-training. In a pilot project within this module, an iterative process of curriculum development for the topic of gendered spaces in the city was developed. The approach is based on everyday geomedia use and its implications for the construction of feminine/masculine spaces. This paper reports on the process of linking scientists, student teachers and secondaryschool students, both showing the feasibility of the approach and giving indications of its effectiveness with regard to diversity-sensitive learning.

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