Team Alumni Map


Just to recap, our project entailed taking Zoobook data converting it to text. The text was then used to map the data Points on ArchGIS. This plan was simpler said than done as we encountered a host of problems and roadblocks along the way. Read all about it here

To-do List: Team Alumni

For the next week, we are planning on working hard on cleaning our data to the point that it is in a usable format for the mapping program. As the association, we had planned to make between Alumni location and Major ended up not panning out, we are working on achieving a replacement data set. For the new data, we are contacting the Archives and Athletic departments asking for old sports team rosters.

By next weekend we should be able to input our data into the mapping software and examine the results.

4A: Spatial Humanities: GIS/Mapping 101

For the next week we will be exploring the spatial humanities — a vibrant and increasingly popular area of digital humanities research.   Humanities scholarship is currently undergoing a “spatial turn” akin to the quantitative, linguistic and cultural “turns” of previous decades, and many are arguing that the widespread adoption of Geographic Information Systems (GIS) technology and user-friendly neogeography tools are fundamentally reshaping the practice of history and other disciplines.  Yet while these powerful computer tools are certainly new, the mode of thinking “spatially” is not unprecedented, and may in fact be seen as a move away from the universalizing tendencies of modern western scholarship towards more traditional understandings of the lived experience of place, emphasizing the importance of the local context.

In practice, much of this scholarship involves creating maps — an act that is not without controversy.  Maps are conventional representations of space that come laden with the embedded cultural worldviews of their makers.  Maps are also highly simplified documents that often paper over contested or fuzzy boundaries with firm lines; it is hard to express ambiguity with maps, but it is very easy to lie with them.  The familiarity of widespread tools like Google Maps and Google Earth might fool us into thinking these are unproblematic representations of space, but it must be remembered that all maps contain embedded assumptions and cannot be taken at face value. Maps produced in the course of humanities scholarship are not just illustrations but arguments, and they must be read with the same level of critical analysis that you would apply to articles or monographs.

(For more concrete suggestions along these lines, see Humanizing Maps: An Interview with Johanna Drucker.)


Example 1

One area of historical research that saw an early adoption of GIS is economic land use.  A good example is Michael McCormick’s book on the Origins of the European Economywhich layered many different types of evidence against each other in a GIS to argue for a much earlier origin to Europe’s medieval economy than had been accepted previously.  McCormick has since made his database publicly available and continues to add to it with collaborators at Harvard, as the Digital Atlas of Roman and Medieval Civilization.

Screen Shot 2015-02-17 at 4.35.27 AM

The DARMC provides a rich resource and a good introduction to the potential of GIS to reveal patterns and connections through the spatial layering of disparate datasets.  It also offers a good orientation to the basic layout of most GIS systems, with a map view window on the right and a list of layers on the left that can be turned on and off.

  • Explore the DARMC.
    • What layers have been included?
    • What patterns show up when you juxtapose cultural, environmental and economic data in this way?
    • What connections do you see?
  • Also take the opportunity to explore the measurement tools at the top of the window to interrogate the spatial  attributes of the data.

Example 2

The quantitative data compiled in projects like the DARMC can help address many historical problems, but they don’t necessarily answer more qualitative research questions concerned with the lived experience of the past.  For this objective, we must move beyond birds-eye-view 2D maps of spatial distributions and attempt to visualize particular places at particular moments in time.  Such “geovisualization,”  the digital reconstruction of past landscapes, is another booming area of scholarship that allows us to virtually experience a place as it might have been, and also has the potential to answer important scholarly questions.

Screen Shot 2015-02-17 at 5.05.37 AMAnne Kelly Knowles’ digital reconstruction of the Battle of Gettysburg is an excellent example of this potential that uses a combination of digitized information from historical maps, documentary accounts and environmental data on the physical geography of the battlefield to answer the question of what the generals could see during the battle and how those sightlines influenced their decision making.

  • Read the brief introductory article at Smithsonian magazine and then explore the “story map” in detail.
    • How does the map combine geographic and temporal information?
    • Does it effectively give you a sense of the experience of being on the battlefield?
    • What does this reconstruction offer that more traditional publications could not?
    • What could be improved in the representation?

 


Group Exercise: The Varieties of Maps

(Exercise borrowed from Lincoln Mullen)

The next step is to become familiar with as wide a variety of maps as possible, including digital maps and analog, maps that have been made by scholars and maps that have not. Below is a list of online mapping projects.

In a group, pick three projects from the list to explore and compare. Your aim is to gain familiarity with projects involving maps and mapmaking, both by scholars and on the web generally.

As you look through these projects, consider the following questions or prompts.

  • Create a taxonomy of maps. What categories do these maps fit into? You might consider the purposes of the maps, their audience, their interfaces, among other axes of comparison.
  • What is the grammar of mapping? In other words, what are the typical symbols that mapmakers use, and how are they can they be put in relation to one another?
  • Which maps stood out to you as especially good or clear? Why?
  • Which maps were the worst? What made them bad?
  • How do scholarly maps differ from non-scholarly maps?
  • What kind of data is amenable to mapping? What kinds of topics
  • What accompanies maps? Who controls their interpretation? What is their role in making an argument?
  • How do recent web maps compare to maps made online in the past few years? How can maps be made sustainable?
  • Which of these maps are in your discipline? Which maps might be helpful models for your discipline?

 


Exercise (Georeferencing)

In order to reconstruct past landscapes like the Gettysburg battlefield, the first step is often digitizing the data recorded in a historic map by georeferencing (or georectifying) that image — that is, aligning the historical map or image with its location on the earth in a known coordinate system.  There are many ways to do this, but we will start with a cloud based solution requiring no complex software.

The David Rumsey Map Collection is a vast archive of scanned historic maps, mostly covering North and South America.  They have enabled a  crowd sourcing technique to get the public to help georeference these images for use in GIS applications, but the David Rumsey Georeferencer is very buggy and not very accurate.

Instead we will use the MapWarper online tool to rectify an historic map from an online collection of scanned images.

MapWarper.net screen shot

  • Go to Boston Public Library’s Norman B. Leventhal Map Center
    • Search for and download a historic map that covers an area of interest
  • Then follow these instructions from Lincoln Mullen to Georectify a map with MapWarper
    • Use their tool to set control points (at least 5 are recommended), clip the map area, and rectify the map
    • When you are finished, you will see the map overlaid on a basemap of the world.
  • You can download your newly rectified map as a KML file by going to the Export tab

Exercise (Digitizing)

Now that you have coordinates for your image, you can bring it into a GIS program, align it with other spatially-aware data, and digitize the information by creating vector geometry from it.  We’re going to do that in Google Earth as a first pass, since it is free, widely available and often people’s first introduction to using a GIS.

  • Open Google Earth and the newly rectified map by choosing File > Open from the menu and navigating to your downloaded kml file.
  • Double-clicking the file should launch Google Earth and show you the map aligned over the modern satellite imagery.

Screen Shot 2015-02-17 at 5.47.18 AM

  • Now use the Add PlacemarkAdd Polygon, and Add Path tools in the top menu to digitize features from your georeferenced map.
  • For instance you could pinpoint the old courthouse (a placemark, or point), trace the old shoreline (a path, or line feature), or trace the outline of a neighborhood (a polygon).
    • As you create features you can add metadata, change the symbols, and change the location of the camera to save alongside the feature in the Get Info window.
  • Finally you can right click your newly created features and save them as KML or KMZ files (a zipped version of KML) for use in other programs.

 


Resources

Lincoln Mullen of the Center for New Media and History at George Mason University has developed a fantastic resource for getting started with mapping for the humanities.

The Spatial Humanties Workshop site he developed will give you a detailed introduction to the different types of maps you might want to make as a digital humanist, the software and libraries that are out there to use, and most importantly the academic issues and theoretical questions that are raised by mapping humanities data in a digital space.