The relationship between maps and literature has long been debated from both narrative and geographical
perspectives. At the core of this contribution are so-called reader generated mappings, mapping practices
performed after the reading of a literary text. The aim of this article is to suggest possible didactic
directions for teaching geography through geo-visualisations based on the reading of literary texts. In
particular, this research draws from the results of a literary mapping workshop attended by students during
an introductory human geography course at the University of Padua (Italy). Focusing on one of the literary
mappings performed by the students, namely the mapping of a short story written by the Italian writer
Mario Rigoni Stern, a deductive process is used to understand the possible future potentialities of literary
mapping in didactics. Analysing the students\u2019 literary maps, this article aims to direct attention to literary
mapping practices as constellations of learning moments to exploit. The reading of the text, the envisioning
and creation of the map are here explored as the steps of a complex practice capable of visually developing
geographical knowledge