Class Notes: Map Wrap-Up (11/28)

Map Presentation Discussion Questions:

1.) What trends, patterns, and/or similarities do you notice amongst the maps showcased here?

  • C-U maps demonstrate / showcase human activity (restaurants, green space)…Stuff people can do
  • Personal, relatable, actionable, informative
  • Designed if want you want to know a certain thing
  • Location-based…Requires geography (but geography is always relative to a person)
  • Show specific points, none showing regions on macro scale, per se…

2.) What’s not being represented on, in, or through these maps? Why do you think that’s the case?

  • Typical features of maps? Detailed, accurate descriptions / representations of space (miles, geography specific features)
  • Why is this the case? Cartographic learning curve steep AF and hard to represent things spatially. Need more data, time for data collection, class constraints
  • We don’t see a lot of specific demographic data (e.g., where animals are located)
  • Information authors might not want people to know…Risk and power play into considerations of maps as well

3.) In what ways do these maps help you better understand the topic or subject matter in a way that you might not as well if said topic or subject matter was presented through another medium?

  • Functional aspect + seeing practical options
  • Champaign maps demonstrate change over time (Green Street restaurants, for example)

In-Class Writing on Map Wrap-Up:

1.) What are the affordances of maps as a genre? What does it do that other genres can’t?

  • Showing place (imagining this visually v. oral instruction / direction)
  • Interactivity…Looking for and find what you want v. reading / engaging with cover to cover (v. graffiti and audio); more control over what to look at it and how to use parts of the text
  • Used for very specific purposes generally (need to know what you’re looking for)
  • Maps present more dense, detailed information (stats, etc.)…Condensed and more interesting visually
  • Maps NOT known for their emotion-based or affective qualities (unlike audio files we played)
  • Maps also not recognized as specific instances of a genre. For instance, we might be able to point to notable works of graffiti, audio. Not maps, though. Why is this?

2.) What does gathering data, presenting it spatially, and creating/designing maps tell you about writing, literacy, and rhetoric, writ-large?

  • Space is an empty slate. We populate it with with activity, patterns, data etc.

3.) What suggestions do you have for improving or otherwise revising this unit? (Things you’d like to see, things you’d like to do, how better to support your learning, etc.)

  • Limiting to location, subject matter and seeing what people map…So constraining things a bit. What if people mapped the same thing and we saw how they mapped it differently?
  • Collaborative rationales generally helpful when students don’t know the medium
  • More check-ins throughout to catch things more…Bring peer review back…More conversation about student work.
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