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GS-15 - Feminist Critiques of GIS

Feminist interactions with GIS started in the 1990s in the form of strong critiques against GIS inspired by feminist and postpositivist theories. Those critiques mainly highlighted a supposed epistemological dissonance between GIS and feminist scholarship. GIS was accused of being shaped by positivist and masculinist epistemologies, especially due to its emphasis on vision as the principal way of knowing. In addition, feminist critiques claimed that GIS was largely incompatible with positionality and reflexivity, two core concepts of feminist theory. Feminist critiques of GIS also discussed power issues embedded in GIS practices, including the predominance of men in the early days of the GIS industry and the development of GIS practices for the military and surveillance purposes.

At the beginning of the 21st century, feminist geographers reexamined those critiques and argued against an inherent epistemological incompatibility between GIS methods and feminist scholarship. They advocated for a reappropriation of GIS by feminist scholars in the form of critical feminist GIS practices. The critical GIS perspective promotes an unorthodox, reconstructed, and emancipatory set of GIS practices by critiquing dominant approaches of knowledge production, implementing GIS in critically informed progressive social research, and developing postpositivist techniques of GIS. Inspired by those debates, feminist scholars did reclaim GIS and effectively developed feminist GIS practices.

CV-28 - Lesson Design in Cartography Education

This entry describes six general variables of lesson design in cartography education and offers some practical advice for the development of materials for teaching cartography. First, a lesson’s scope concerns the set of ideas included in a lesson and helps identify different types of lessons based on the kinds of knowledge that they contain. Second, learning objectives concern the things that students should be able to do following a lesson and relate to different cognitive processes of learning. Third, a lesson’s scheme deals with the organizational framework for delivering content. Fourth, a lesson’s guidance concerns the amount and quality of supportive information provided. Fifth, a lesson’s sequence may involve one or more strategies for ordering content. Sixth, a lesson’s activity concerns what students do during a lesson and is often associated with different learning outcomes. These six variables help differentiate traditions for teaching cartography, elucidate some of the recurring challenges in cartography education, and offer strategies for designing lessons to foster meaningful learning outcomes.

CV-31 - Flow Maps

Flow mapping is a cartographic method of representing movement of phenomena. Maps of this type often depict the vector movement of entities (imports and exports, people, information) between geographic areas, but the general method also encompasses a range of graphics illustrating networks (e.g., transit and communications grids) and dynamic systems (e.g., wind and water currents). Most flow maps typically use line symbols of varying widths, lengths, shapes, colors, or speeds (in the case of animated flow maps) to show the quality, direction, and magnitude of movements. Aesthetic considerations for flow maps are numerous and their production is often done manually without significant automation. Flow maps frequently use distorted underlying geography to accommodate the placement of flow paths, which are often dramatically smoothed/abstracted into visually pleasing curves or simply straight lines. In the extreme, such maps lack a geographic coordinate space and are more diagrammatic, as in Sankey diagrams, alluvial diagrams, slope graphs, and circle migration plots. Whatever their form, good flow maps should effectively visualize the relative magnitude and direction of movement or potential movement between a one or more origins and destinations.

DC-29 - Volunteered Geographic Information

Volunteered geographic information (VGI) refers to geo-referenced data created by citizen volunteers. VGI has proliferated in recent years due to the advancement of technologies that enable the public to contribute geographic data. VGI is not only an innovative mechanism for geographic data production and sharing, but also may greatly influence GIScience and geography and its relationship to society. Despite the advantages of VGI, VGI data quality is under constant scrutiny as quality assessment is the basis for users to evaluate its fitness for using it in applications. Several general approaches have been proposed to assure VGI data quality but only a few methods have been developed to tackle VGI biases. Analytical methods that can accommodate the imperfect representativeness and biases in VGI are much needed for inferential use where the underlying phenomena of interest are inferred from a sample of VGI observations. VGI use for inference and modeling adds much value to VGI. Therefore, addressing the issue of representativeness and VGI biases is important to fulfill VGI’s potential. Privacy and security are also important issues. Although VGI has been used in many domains, more research is desirable to address the fundamental intellectual and scholarly needs that persist in the field.

DC-25 - Changes in Geospatial Data Capture Over Time: Part 1, Technological Developments

Geographic Information Systems (GIS) are fueled by geospatial data.  This comprehensive article reviews the evolution of procedures and technologies used to create the data that fostered the explosion of GIS applications. It discusses the need to geographically reference different types of information to establish an integrated computing environment that can address a wide range of questions. This includes the conversion of existing maps and aerial photos into georeferenced digital data.  It covers the advancements in manual digitizing procedures and direct digital data capture. This includes the evolution of software tools used to build accurate data bases. It also discusses the role of satellite based multispectral scanners for Earth observation and how LiDAR has changed the way that we measure and represent the terrain and structures. Other sections deal with building GIS data directly from street addresses and the construction of parcels to support land record systems. It highlights the way Global Positioning Systems (GPS) technology coupled with wireless networks and cloud-based applications have spatially empowered millions of users. This combination of technology has dramatically affected the way individuals search and navigate in their daily lives while enabling citizen scientists to be active participants in the capture of spatial data. For further information on changes to data capture, see Part 2: Implications and Case Studies. 

CV-19 - Big Data Visualization

As new information and communication technologies have altered so many aspects of our daily lives over the past decades, they have simultaneously stimulated a shift in the types of data that we collect, produce, and analyze. Together, this changing data landscape is often referred to as "big data." Big data is distinguished from "small data" not only by its high volume but also by the velocity, variety, exhaustivity, resolution, relationality, and flexibility of the datasets. This entry discusses the visualization of big spatial datasets. As many such datasets contain geographic attributes or are situated and produced within geographic space, cartography takes on a pivotal role in big data visualization. Visualization of big data is frequently and effectively used to communicate and present information, but it is in making sense of big data – generating new insights and knowledge – that visualization is becoming an indispensable tool, making cartography vital to understanding geographic big data. Although visualization of big data presents several challenges, human experts can use visualization in general, and cartography in particular, aided by interfaces and software designed for this purpose, to effectively explore and analyze big data.

CV-11 - Common Thematic Map Types

Thematic maps cover a wide variety of mapping solutions, and include choropleth, proportional symbol, isoline, dot density, dasymetric, and flow maps as well as cartograms, among others. Each thematic map type requires a different data processing method and employs different visual variables, resulting in representations that are either continuous or discrete and smooth or abrupt. As a result, each solution highlights different aspects of the mapped phenomena and shapes the message for the map readers differently. Thematic maps are tools for understanding spatial patterns, and the choice of thematic map type should support this understanding. Therefore, the main consideration when selecting a thematic map type is the purpose of the map and the nature of the underlying spatial patterns.

This entry reviews the common types of thematic maps, describes the visual variables that are applied in them, and provides design considerations for each thematic map type, including their legends. It also provides an overview of the relative strengths and limitations of each thematic map type.

CV-10 - Typography

The selection of appropriate type on maps, far from an arbitrary design decision, is an integral part of establishing the content and tone of the map. Typefaces have personalities, which contribute to the rhetorical message of the map. It is important to understand how to assess typefaces for their personalities, but also to understand which typefaces may be more or less legible in a labeling context. Beyond the choice of typeface, effective map labels will have a visual hierarchy and allow the user to easily associate labels to their features and feature types. The cartographer must understand and modify typographic visual variables to support both the hierarchy and label-feature associations.

CV-17 - Spatiotemporal Representation

Space and time are integral components of geographic information. There are many ways in which to conceptualize space and time in the geographic realm that stem from time geography research in the 1960s. Cartographers and geovisualization experts alike have grappled with how to represent spatiotemporal data visually. Four broad types of mapping techniques allow for a variety of representations of spatiotemporal data: (1) single static maps, (2) multiple static maps, (3) single dynamic maps, and (4) multiple dynamic maps. The advantages and limitations of these static and dynamic methods are discussed in this entry. For cartographers, identifying the audience and purpose, medium, available data, and available time to design the map are vital aspects to deciding between the different spatiotemporal mapping techniques. However, each of these different mapping techniques offers its own advantages and disadvantages to the cartographer and the map reader. This entry focuses on the mapping of time and spatiotemporal data, the types of time, current methods of mapping, and the advantages and limitations of representing spatiotemporal data.

CV-01 - Cartography and Science

"Science" is used both to describe a general, systematic approach to understanding the world and to refer to that approach as it is applied to a specific phenomenon of interest, for example, "geographic information science." The scientific method is used to develop theories that explain phenomena and processes. It consists of an iterative cycle of several steps: proposing a hypothesis, devising a way to make empirical observations that test that hypothesis, and finally, refining the hypothesis based on the empirical observations. "Scientific cartography" became a dominant mode of cartographic research and inquiry after World War II, when there was increased focus on the efficacy of particular design decisions and how particular maps were understood by end users. This entry begins with a brief history of the development of scientific cartographic approaches, including how they are deployed in map design research today. Next it discusses how maps have been used by scientists to support scientific thinking. Finally, it concludes with a discussion of how maps are used to communicate the results of scientific thinking.

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