As part of a project that investigated the teaching and learning of specific subject matters, three studies of geographic literacy were conducted. The purpose of the first study was to gauge the demand for geographic knowledge placed on adults in U.S. society by coding and analyzing geographic knowledge in The New York Times. To begin to assess the opportunities for acquiring this knowledge base, two other studies were conducted at the upper elementary school level. Data on teachers' geography goal statements made during interviews and on textbooks' treatments of a specific geography topic also were coded and analyzed for geographic content. The alignment of results from these three sites of geographic literacy yielded recommendations for both geography curriculum design and future research in this area. A 43-item list of references is included, as are two appendices containing information utilized in the study and data generated by the analysis of interviews and materials. (DB)