This article reviews three major uses of the concept-mapping strategies for postsecondary learning: the external representation of concept maps as an external scratch pad to represent major ideas and their organization, the mental construction of concept maps when students are seeking a time-efficient tool, and the electronic construction and exchange of concept maps between learners when the goal is to diversify ideas and gain new insights. A discussion is presented of the benefits and limitations of each of these uses of concept mapping. (Contains 1 figure and 2 notes.)