TY - CHAP
T1 - Education
AU - Bishop, Wade
AU - Grubesic, Anthony
N1 - Funding Information:
With the increase in scientific communication at the start of the twentieth Century, documentalists in Europe and the U.S. expanded upon conventional Archival and Library Science techniques to classify, index, and abstract scholarly communication from all the emerging substantive domains and their associated journals in academe (Shera, 1976). Shannon and Weaver’s ( 1949) information theory model observed that information systems are constituted by probabilities (i.e., selection of signals from a well-defined set) and entropy (i.e., disorganization in a system) in a linear, one-way process of signal transmission. The model provided an early definition of information, which was “information is a quantitative measure of freedom of choice available when selecting a message to be sent from the number of possible messages that could be sent” (Raber, 2003 , p. 68). This quantification of information matched prior intellectual work in bibliometrics but lacked the universality necessary to account for human complexities of meaning held within information objects. During this era, researchers focused on the signal transfer-type information problems studied in information retrieval (IR) with funding from NSF, NIH, and the U.S. Air Force, amongst others. This work improved the precision and recall of relevant scientific communication in a search—and the backdrop of World War II and the Cold War provided ample incentive to spur advances in the creation of the algorithmic building blocks used for search (and taken for granted by most users), today (Morville & Callender, 2010 ).
Publisher Copyright:
© Springer International Publishing Switzerland 2016.
Copyright:
Copyright 2018 Elsevier B.V., All rights reserved.
PY - 2016
Y1 - 2016
N2 - Geographic information (GI) creators, users, and stakeholders exist across nearly all communities, domains, and sectors. Geographic education varies in deployment and delivery for all. Formal training related to GI creation may not emphasize the organization, access, and use aspects of digital curation. Conversely, the existing programs that teach organization, access, and use focus on other information and seldom include coverage of GI. The purpose of this chapter is to outline both the history, current academic landscape, and pave a path forward for educating the different GI-related occupations. We present a multidisciplinary approach that led to the development of one curriculum. The chapter concludes with a call to develop a twenty-first Century GI workforce by coordinating across existing curricular scaffolds from K-12 to graduate programs.
AB - Geographic information (GI) creators, users, and stakeholders exist across nearly all communities, domains, and sectors. Geographic education varies in deployment and delivery for all. Formal training related to GI creation may not emphasize the organization, access, and use aspects of digital curation. Conversely, the existing programs that teach organization, access, and use focus on other information and seldom include coverage of GI. The purpose of this chapter is to outline both the history, current academic landscape, and pave a path forward for educating the different GI-related occupations. We present a multidisciplinary approach that led to the development of one curriculum. The chapter concludes with a call to develop a twenty-first Century GI workforce by coordinating across existing curricular scaffolds from K-12 to graduate programs.
KW - Geographic information
KW - Geographic information system
KW - Geographic information system
KW - Spatial data infrastructure
KW - Student learning outcome
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U2 - 10.1007/978-3-319-22789-4_10
DO - 10.1007/978-3-319-22789-4_10
M3 - Chapter
AN - SCOPUS:85059070868
T3 - Springer Geography
SP - 187
EP - 211
BT - Springer Geography
PB - Springer
ER -