Category Archives: Directions Magazine

Wade Bishop teaches in the School of Information Sciences at the University of Tennessee, Knoxville. He is particularly interested in geographic information organization, access, and use, as well as the study of GI occupations, education, and training. From 2012-2015, he was a co-investigator, along with Tony Grubesic of Arizona State University, of the Geographic Information Librarianship Project, which was funded by the Institute of Museum and Library Services. GIL sought to understand and document the types of knowledge, skills, and abilities that geographic information librarians need to be successful in their positions. Direction Magazine’s Diana Sinton recently interviewed Dr. Bishop about the project and its final product, the new book from Springer, Geographic Information: Organization, Access, and Use.

DM: The Geographic Information Librarianship Project has been the only program of its type.  What was the motivation for the project?

WB: Well, when I was a graduate student, I fortunately met Pete Reehling, the Geographic Information Systems Librarian at the University of South Florida, and his enthusiasm for GIS and the fact that there were (and still are) many job postings in libraries, museums, archives, and data centers, got me interested in learning more. The library school did not offer courses, so I learned GIS through electives offered in geography. I was the only library and information science student in the GIS classes, but I quickly noticed that my LIS skills were very useful in crafting search strategies to discover data and keep data organized once it was found. The curricular gap was obvious to me: Information science expertise for digital curation, metadata creation, information retrieval, and user experience design that would benefit GIS education. Also, LIS programs needed GIS courses to meet workforce demand for the growing number of information professionals working with geographic information. So, the GIL project was distinctive in that it was the first and only of its kind. Sure, some schools have offered GIS as a fun elective once in a while, but GIL built a purposive pathway, produced through curricular development informed by current practitioners, and focused on the “abilities to locate, retrieve, analyze, and use geospatial data” — not just teaching GIS software. This Springer book is the final outcome of the project, and codified the lectures into book chapters so that more people could benefit from the content.

DM: Producing a manageable set of student learning outcomes over the course of GIL was a major accomplishment. Now that the funding has ended, are these and other outcomes being adopted and implemented in curricular programs?

WB: We surveyed practicing GIS and map librarians, archivists, and other information professionals to validate the core competencies established in 2008 by the Map and Geographic Information Round Table. We assumed that professionals in the real-world could weigh in on the most important items to cover in these electives, and they have been adopted here at the University of Tennessee. The core student learning outcomes likely will not change, given the fundamentals of geography, cartography, and information science related to organization, access, and use do not alter that much with each new geospatial technology or data format. MAGIRT is currently revising their core competency document and that will inform future versions of the courses, but I think the core of knowing what GI is, and how to discover and curate it, will stay the same at the introductory levels covered in the book.

DM: I’ve heard you describe the world of GIS as being two-thirds “information science,” while you also recognize that it is two-thirds “geographic information.”  From your perspective, straddling those worlds with the work you do, have you found it easier for librarians and other information scientists to learn about geography and geospatial data, or for geographers and geospatial data experts to learn about library and information science?

WB: Acronyms cause problems in every field. It has been easy to poke fun, even if most don’t find it funny as a GIS outsider. I had a unique perspective in GIS classes as an information scientist (a term from 1967) and frankly found it odd to read about the GIS wars and geographic information science/systems debates in the discipline. In information science, simply defining the term information itself stirs the intellectual waters, and a science for all systems reigns supreme in our IS acronym as systems change in any networked environment.

But to answer your actual question, the difficulty of learning anything new depends on the individual and their own motivations. Certainly, the most successful people in any field are those life-long learners that never stop acquiring new skills and remain on the cutting-edge of their areas. These meta-disciplines are full of experts that are used to being agile learners much like Eratosthenes, chief librarian at Alexandria and inventor of geography. For example, librarians might be liaisons for several disciplines and must retain and gain a breadth of knowledge to best meet different information needs and now many resources. When it comes to finding stuff and keeping it organized, IS has a long history and great strength in that area, albeit mostly for documents or text-based information. One of the purposes of the book is to formally introduce information science regardless of what that ‘S’ in GIS may mean to readers.

One noticeable barrier between the two groups is that at the heart of many traditional information agencies is the concept of sharing, or, at least, connecting users with available information that meets their needs. I am confident that geographers and geospatial data experts understand their own GI better than anyone else ever could, but once one shares data beyond the typical user community, problems and questions are likely to arise. Those charged with answering those questions may face difficulties. With born digital objects, the distinction between where data ends and metadata begins is problematic. I do see a clear distinction between the two groups in their understanding of metadata, but that may not be worth unpacking here, other than to say that it does impact the reuse of GI by empowering users to determine fitness for use.The metadata chapter of the book covers the terminology, value, and knowledge organization concepts in greater detail and would be a great stand-alone primer for those needing an introduction to, or updated review of, metadata.

DM: What advice would you give to geospatial professionals who want to know more about work opportunities in the library or information science community?

WB: Apply. There are many professionals that come from GIS to LIS given there are more openings than LIS graduates with these skills. It’d be great if more iSchools taught this specialty, but that requires more faculty with this expertise. Most academic jobs are posted on MAPS-L. One GIS librarian coming from geomatics said it best when I asked him why he moved to working in a library: “At the library, every day is different. Each user and their questions lead to new things, which is more fun than the monotony of the same analyses day after day, over and over again.” Additionally, I believe there are plenty of work opportunities for geospatial professionals in their current organizations related to information and data. I think many would benefit from additional workshops and training on data curation offered through several information science programs. If nothing else, there is this new book that reveals the interstitial research spaces between GIS and IS, including information organization, data discovery, fitness for use, user experience design, information services, human information seeking behavior, and digital curation.

Ithaca, New York

March 31, 2016

UCGIS is pleased to announce that Diana S. Sinton will receive its 2016 Education Award.

Dr. Sinton has made extraordinary contributions to GIScience education in three key areas: connecting GIScience, cognitive science, and the learning sciences; promoting GIS across multiple curricula and disciplines; and developing GIS as an integrating technology linking curricula, infrastructure, and administration.

As the GIS program director for the National Institute for Technology and Liberal Education (NITLE) and subsequently as director of Spatial Curriculum and Research at the University of Redlands, Diana has made substantial contributions to national efforts to promote the use of GIS&T across the university curriculum. Throughout her career she has published widely about GIScience education at multiple levels. Importantly, Diana's writings provide key arguments for the ways in which spatial and geographical thinking contribute to both GIScience in higher education as well as learning overall. Her publication The People’s Guide to Spatial Thinking (NCGE, 2013) exemplifies these perspectives. She has also worked both here and in Europe on numerous curricular and professional development projects including the Spatial Citizenship Project (SPACIT) and as the creative lead for TeachGIS.org.

Dr. Sinton's impressive catalog of educational accomplishments is only half the story. Diana’s contributions to GIScience education also come through her qualities as an enabler as well as an advocate. Her persistence, clarity of vision, and collegiality have been instrumental in moving GIS&T forward in both K-12 and higher education.

Currently, Diana Sinton is an adjunct associate professor at Cornell University and also serves as UCGIS’s very own Executive Director.

UCGIS is a non-profit scientific and educational organization comprised of 60+ member and affiliate institutions. It was established in 1995 for the purposes of advancing research in the field of Geographic Information Science, expanding and strengthening multidisciplinary Geographic Information Science education, and advocating policies for the promotion of the ethical use of and access to geographic information and technologies, by building and supporting scholarly communities and networks. UCGIS is a hub for the GIS research and education community in higher education and serves as a national and international voice to advocate for its members’ interests.

Azavea designs initiatives and chooses projects that align with their business principles: to emphasize social responsibility and sustainability as much as profitability. That’s part of their being a B-corporation and applying geospatial technologies to make a social impact, including seeking and supporting clients that are non-profit organizations. Completed Azavea projects such as PhillyHistory, DistrictBuilder and OpenTreeMap are examples that characterize these principles. Developing and sharing OS software products such as GeoTrellis, designed to make spatial analysis functionality more widely available, further embodies their notions of sharing their technological expertise with others.

With their Summer of Maps program, first offered in 2012, Azavea has systematically added undergraduate and graduate students into this cycle. Students learn to appreciate the types of projects that non-profits might undertake, see how they frame their questions, and experience what it would be like to work with and for such an organization. Azavea imagined it would be an attractive and popular opportunity for students. Could they have anticipated that in the summer of 2015, there would be 175 applicants for 3 positions? 175! 3! Getting a position is like winning the geospatial job lottery.  

Many of the candidates not chosen for a summer spot with Azavea are competent, capable and eager to learn and contribute. What keeps Azavea’s CEO, Robert Cheetham, from expanding the program is his desire to match the energy contributed by the summer mappers with the availability of company staff. These positions aren’t just regular summer GIS jobs. Azavea sets out to create a “high-quality first professional experience” for the students, and for a company its size, that necessarily means a small set of students.

Each “Fellow” works on two different projects, and they are involved with every aspect of project management and execution: scoping the work, preparing budgets, performing analyses, managing timelines and preparing presentations. Throughout, they have seasoned professionals modeling best practices, giving them constructive and regular feedback, and pointing them in the right direction.

Cost of learning to use some GIS software? $59.95 for a tutorial book and $5 for a bottle of headache medicine.

Cost of building your GIS expertise during three months of individualized mentoring by senior staff? Priceless.

Effective mentoring blends advice, training, modeling, supporting and guiding. Mentoring can make the difference between barely and anxiously managing to scrape through the tasks for a single assignment versus excited dedication to a whole new career. All fields have their domain-specific knowledge areas, and all technologies have their idiosyncratic details. But someone who has been asked to “apply geospatial technologies to solve (or at least understand) a problem” might be required to know something about relational databases, map projections, coordinate systems, satellite ephemerides, digital image processing, obscure and possibly obsolete data compression formats, statistics, the modifiable areal unit problem, software licensing, web services and conventions of cartographic representation, not to mention spatial analysis and principles of geography and spatial thinking. For novices seeking to acquire substantial skills and knowledge in the geospatial domain, this is not a weekend workshop or one-semester class — which is why the role of mentoring is such a compelling one in this field. It harkens back to the days of being an apprentice to learn a trade. You weren’t expected to know it all at the beginning but you were expected to watch, learn, and practice, working alongside those who had the experience.

Any such program has its abusers. Months spent only pounding steel on an anvil is to a blacksmith apprentice what months spent only digitizing is to many GIS interns: hours that can be cruel and demoralizing. But done well, learning through an apprenticeship can be highly successful.

At Washington College in Maryland, the GIS Program has fully adopted and implemented this model, including its language. Undergraduate students serve at different levels of apprentice and subsequently earn their way up through the ranks to become journeymen and journeymen leaders, all together forming a community guild. Director Stewart Bruce deliberately seeks first-year students to join as junior apprentices because he’s seen how the students grow in the program, acquiring competence and confidence over the years, and become loyal and valuable employees. Though their program has grown to include professional staff as well, the students are what really have allowed their capacity to expand, as the more experienced ones mentor the less so. Each year the program loses approximately 20 seniors to graduation, and the geospatial professional world gains those highly-qualified students.

Now with funding from the Verizon Foundation, Bruce has also extended the guild model to provide geospatial opportunities for local youth. The METS Guild of Chestertown links weekend training for GIS with 3D visualization, gaming and web design, a seductive combination for many middle-school children. Eventually, Bruce envisions, these students may consider studying at Washington College itself, and the pipeline continues.

Mentoring models have also been implemented to help school districts and teachers take advantage of software donations. For example, last year Esri announced it would provide K-12 schools in the US with open access to its web-based mapping system, ArcGIS Online, through the national ConnectED initiative. But without knowing how to use GIS to support their instruction and students’ learning, the donation could be as helpful to a given teacher as handing them an anvil and a bunch of steel. To address these gaps, the American Association of Geographers and Esri have collaborated on the GeoMentors program, to facilitate connecting experts interested in volunteering their help with teachers in classrooms who are eager to begin learning.

The value of mentoring is undeniably powerful, but it is challenging to scale it up to benefit larger audiences. Relying on active professionals volunteering their time is not a sustainable practice, but it can work while other learning networks are established. Azavea hopes to increase their Summer of Maps’ capacity by securing additional program sponsorship and then incorporating the efforts of additional geospatial professionals as new mentors, resulting in more non-profits being served and continued high-impact learning experiences for more students.

Tis the season to think of others. If you have ideas and examples to share about the practice of mentoring within the world of geospatial technologies, share them with me —diana.sinton@directionsmag.com — and we may follow up with another article in the new year. 

Direction Magazine’s Diana Sinton recently spoke with Jeremy Morley of the Ordnance Survey, Great Britain’s official mapping agency. Since its establishment over 220 years ago, the OS has contributed its cartographic expertise to the military, political, civil and social development of Great Britain. In this interview Morley touches on the role of research and education by the OS and imagines what roles digital navigational data will play in the future.

Q: Your title at OS is Chief Geospatial Scientist.  Is that a position that the Ordnance Survey has long offered?  What are the job responsibilities and expectations?  Could you describe a typical day, if there ever is one?

A: The title of the post at least is new. Ordnance Survey has been engaged in research internally and with the academic community for decades, and so has had a research manager to run that research. The new post aims to increase the visibility of the role.

For a number of reasons research has been restructured inside OS: We run innovation, R&D and research projects inside different divisions of the business, for example, examining innovative applications of the latest technology to deliver our products and services. My job is to engage in longer-term research, generally on a 3- to 7-year horizon, though we do carry out shorter-term projects too. This includes building up our capacity internally; working with and commissioning research with external partners, especially universities; and discussing and promoting our research interests with funders and associations around Britain. We engage in research to solve particular identified problems in collecting, managing, deriving or delivering our products and services. We also invest in future-oriented research, to understand future requirements and interfaces for our information – for example in smart cities, the Internet of Things and autonomous vehicles. An important expectation of this is that while we aim for high academic quality to the work, this research has to have effect inside the business, so knowledge transfer or spin-in of the results of the research is essential. This need not necessarily produce a new product per se but may result in new capabilities to create new products and services.

Some days, therefore, involve interacting with colleagues around the business, from the Commercial division who are in contact with customers, partners and the market, through Operations who run the factory to collect, manage and derive data, through Products and Innovation who define and create not only new products but also new platforms for delivery. On other days, I will be visiting university partners to discuss collaboration on existing and new products, or presenting our research or interests at workshops and conferences.

In addition to research, my team is interested in education with a span from early age education (“primary schools” in the UK) all the way through to supporting post-graduate (master's and doctoral) education. We have collective data agreements to license and deliver our data to the school, college and university sectors in collaboration with our partners at the University of Edinburgh’s EDINA Digimap service. We also aim to support the development of school curricula in Great Britain to recognize the importance of geographical thinking and GIS, and to support teachers in delivering effective education in these areas.

Q: For many people who may not be particularly current with the Ordnance Survey, the traditional impression may remain that it’s a very closed environment, with extremely strict guidelines about access and distribution of their authoritative national data for the UK.  If the culture or practices have changed at the OS in the last few years, in what ways and how? 

A:  Access to and licensing of OS data has changed greatly in the recent years. Most of our medium and small scale data products are now available as open data, with a standard UK Open Government License.  We have for many years provided easy and low cost access to products for research and education too, as I discussed above. And we’re busy working on new licenses and means to access our data to make experimenting with products and adopting them easier, including new APIs due soon. On top of this we’re working on SDKs to work with our data. With the release of these new access mechanisms we will be introducing a freemium license model, meaning that developers and home users will be able to access even our large-scale data in limited quantities for free. As is usual in the industry we will begin charging when the volumes of data being accessed exceed certain thresholds. We hope that these developments will further enable customers’ and citizens’ access to our data.

Q: Two big trends in the world of geospatial data are the growing popularity of, and reliance on, open-source software and the incorporation of crowd-sourced solutions to data development and curation.  How have either of these been incorporated into the OS?

A: We are interested in both these areas. However the biggest impact for us has been from open source. Most of our core systems still rely on the power of vendor software solutions but equally, we do use open source elements too. A mark of our interest in these technologies was our sponsorship of FOSS4G in the UK in 2013 at the top, Platinum level.

Crowd-sourcing is interesting but is not something we’ve adopted as a core part of our data collection system so far. Our products and reputation are built on high quality, consistent, national coverage and we’re still working on how crowd-sourcing best fits in that environment and best complements our use of surveying and photogrammetric data collection. An element of this to explore is the expert crowd, where we train or work with a limited pool of experts to provide information.

Q: How have you been able to integrate your own background as an educator of geospatial sciences and technology into your current position?  How about your own research ideas?

A: I have previously worked in MSc education in Geographic Information Science at both University College London, where I ran their program at the end of the 90s, and more recently at the University of Nottingham. I helped develop and then ran a specialized undergraduate course at UCL in Geospatial and Environmental Information Management, which led into integrating geospatial engineering content into UCL’s Civil Engineering degrees. As a member of faculty at both universities I’ve directly supervised over a dozen PhD students and been involved in educating first-year digital economy PhD students in Nottingham’s Horizon Centre for Doctoral Training. This range of experience is invaluable in understanding the constraints and operation of GIS and geospatial education in the UK, and what faculty staff will find useful to support their teaching at different levels.

My research experience firstly means that I understand the measures of success that motivate faculty staff in engaging in research with us and the funding landscape within which we can either bid together with universities or provide support to their bids. My move to Ordnance Survey was motivated by the compatibility in my research interests, in the technical infrastructure of interoperability and internet services, in the characteristics of crowd-sourcing and the human factors in geospatial systems, and the role of GIS in the new world of smart cities.

Q: What upcoming activities or projects at the OS are you excited about?  Which ones give you trepidation? 

A:  A really exciting area that we’re exploring is that of connected and autonomous vehicles. This is a rapidly developing area of technology which promises to radically affect patterns of transportation and the market of cars and vehicles in general. What will be the role of geospatial information in these systems? Will autonomy be driven primarily by sensors and computer vision techniques of matching images and points clouds to specially gathered databases of images and point clouds taken in a range of road conditions? Or will solutions dominate that use GNSS and geospatial databases as the primary reference, augmented by sensors to read exact road conditions, vehicle position and obstructions? How will these systems interface to public and private information infrastructures— for example, to find parking spaces — and to financial systems — for tolls and charges? Will we see a series of closed ecosystems from each manufacturing group or technology provider, or will some interoperability or national infrastructures emerge? Exciting times!

I’m not sure trepidation is the right word, but an area that still requires better definition is that of 3D products. It seems that there are growing market requirements, for example to feed building information modeling or city energy use analysis, but the exact specifications for a profitable, maintainable and national product remain an elusive topic for research and development.