Hazard maps consist of information about life-threatening natural disasters for the general public, yet they are complex and difficult to read. There is anecdotal and experimental evidence of misreadings as well. However, there has been insufficient empirical examination of the cognitive processes that support hazard map reading. In this paper, we traced the discussion of map literacy—the ability to fully utilize maps—back to the map communication theory. We used the results of research on language understanding, which provide a wealth of research and insight on the cognitive process, to organize the knowledge and cognitive processes that support map literacy. As a result, we identified three cognitive stages for map literacy: (1) reading the symbols accurately based on the legend and basic conventions, (2) reading information that is not depicted on the map, and (3) understanding the limitations of the map information and evaluating its reliability. We then summarized experiments on the use of hazard maps and practices for their use, and examined the knowledge and cognitive processes necessary for full use of hazard maps within the above framework. Based on the discussion, we considered suggestions for creating hazard maps and education for the literacy required for hazard maps.
