## 1 Introduction  
We are situated in a rapidly growing and complex digital environment which has in turn increased our dependency on information, but at the same time there is increasing evidence that our information skills are not keeping pace in any systematic fashion. We all need help to sharpen the techniques and skills to manage information. Today more data are produced and access to information is greater than ever before, largely as a result of the development of information and communication technology (ICT). People have, in their daily life, to face the problem of sorting, filtering, interpreting and evaluating huge quantities of information. [PERSON] [1] reported, already at the beginning of the new millennium, that one million terabytes (or one Exabyte) of data were generated globally each year, and that 99% of these were digital. In the coming years, more data will be generated than during all previous human history. How is it possible, in this (over) flow of information and unsorted media, to give people better potential to create their own well-founded meaning to orient themselves and act and communicate accordingly in a meaningful way [2]? Connected to this, two distinct but related factors should be emphasized. These are the shifts in (1) handling and (2) communicating information. The first is about the move from the dominance of writing to a new dominance of images [3]. The second is about the move from the dominance of the medium of books to the medium of screens. The combined effects of this will probably produce a deep change in human, cognitive cultural and bodily engagement with the world and the forms and shapes of knowledge. The World _Told_ is a different world to the World _Shown_[4]. This is something that especially education and schools are faced with and have to think thoroughly about. In order to support us in our effort to sort and analyze information, new tools and approaches offered by Geovisual Analytics are developed. These tools try to solve some of the problems caused by the overwhelming amount of information. The tools are using the main feature in the shift towards communicating information by using the screen and images/representations. Geovisual Analytics (short for _Geospatial Visual Analytics_) extends geovisualization research by enhancing purely visual and interactive methods with possibilities provided by computational techniques such as data mining, statistics and optimization [5]. The integration of perspectives from cognitive and perceptual science is also important. Potential enhancements come from developing methods to support analytical reasoning, argumentation and knowledge building [6]. In this process Geovisual Analytics supports and melds innate human abilities of vision and cognition with computer-based visual interfaces that provide connections to relevant data that supports knowledge construction [7]. The tools are capable of identifying applicable data or information patterns within a vast information flow made of multidimensional geographical data. Geovisual Analytics can help identify conditions emerging from e.g., a variation of spatial configurations, monitoring of the data over time and variation over time of numerical values associated with geographical features. Furthermore, also the knowledge communicationby publishing and storytelling methods is of significance for Geovisual Analytics [7]. The tools are used increasingly in the process of knowledge building, decision support, disaster management and information communication [8]. Lately Geovisual Analytics have been applied also in educational activities in schools [9]. The technology has been found to be supportive for teachers and students as the tools process and visualize large parts of the spatial and temporal data that modern society, as well as educational institutions, has to deal with. The ubiquitous availability of Geovisual Analytics gives possibilities for educators to incorporate these powerful tools into a variety of subject courses and teaching practices.