<![CDATA[The digital and spatial literacy skills of elementary school students still require improvement, as Social Studies instruction often fails to make full use of digital media to help students understand their surrounding environment in a contextual way. Consequently, students find it difficult to identify the locations of specific regions, grasp spatial relationships, and relate the concepts they learn to the real-world conditions around them. This study aims to examine the implementation, use, and student responses toward multiliteracy learning assisted by Google Maps on material related to the surrounding environment in third-grade elementary school classrooms. This qualitative research applied a case study approach at SDN Kaliasin VII/286 in Surabaya, involving 24 third-grade students from Class 3B as participants. Data were gathered through observation, interviews, and documentation, then analyzed using the Miles and Huberman model, consisting of data reduction, data presentation, and conclusion drawing. The findings show that all four stages of multiliteracies learning, namely location-based practice, open-ended instruction, critical framing, and transformative practice, were successfully carried out. Students showed enthusiasm and were able to operate Google Maps, trace routes, and understand the functions of regional administrative structures through critical reasoning. Nevertheless, during the transformative practice stage, 12 students still had difficulty transferring their spatial understanding from digital maps to hand-drawn maps. In conclusion, Google Maps substantially supports and facilitates students' digital and spatial literacy in recognizing their local surroundings. Teachers are advised to provide focused guidance when training students to draw maps by hand in order to address obstacles in their spatial understanding.]]>
