individual storymap project deadlines: 5/7, 5/19,...

5
1 Individual StoryMap Project Deadlines: 5/7, 5/19, 6/2, 6/4 In addition to contributing to the two StoryMaps requested by Alice Hill, you will each have the opportunity to create your own StoryMap about any facet of global change in the US that interests you. This will give you the opportunity to explore ArcGIS Online, and you can decide the scope of GIS you incorporate as well as the template and geographic range of your dataset. See here for the brief instructions on making a StoryMap to supplement our in class tutorial: http://storymaps.arcgis.com/en/articles/publishing-your-story-map/ Remember, you will have in-class time to work on your StoryMap. This can be a simple as you’d like, provided you meet the requirements in the rubric. Step 1: Select the focus of your map. Will you tell the story of pollution and vulnerable communities? Highlight the voice of a particular stakeholder group across the country? Show how wildfires affect our national parks? How fisheries across the US are impacted by heat and invasive species? The scope is up to you. You can include the human or scientific dimensions, or both. Be sure to identify your target audience. Step 2: Select the best StoryMap App (=template) to tell your story. Consider what type of data you want to present, the scope of your story, the media (Video? Audio? Photos? Graphs?). Use the StoryMap Gallery for inspiration. http://storymaps.arcgis.com/en/gallery. Complete Steps 1 & 2 for 3 different ideas. Share these ideas with classmates for feedback. Receive instructor approval on your final choice by the end of class Thursday 5/7. This idea can evolve as you develop your map, but confirm your general focus to ensure feasibility and avoid overlaps with other students. Also, ensure that your focus is consistent with your target audience. Deadline for Steps 1 & 2: Thursday, 5/7 Step 3: Select your article data. Please refer to the GIS data handout for guidance. You must use data that the class has collected. We recommend that you choose a subset of our article database based on the focus of your StoryMap. You can select a subset of articles by region, topic (eg., drought, ecosystem recovery, air quality, vector disease), stakeholder, and/or key problem. Use the Excel sort functions to pull out the appropriate data. You can choose whether to display these articles as data points, or use media/graphs/statistics from the articles as part of a story, depending on your template. Step 4: The rest of the data you employ depends on your chosen template. You can include additional data layers to contextualize the article data. These layers can be in either vector (polygon) or raster form. For example: in the California map, each key problem was given

Upload: others

Post on 20-May-2020

2 views

Category:

Documents


0 download

TRANSCRIPT

Page 1: Individual StoryMap Project Deadlines: 5/7, 5/19, …web.stanford.edu/group/hadlylab/StoryMapCourse/StoryMap...! 1! Individual StoryMap Project Deadlines: 5/7, 5/19, 6/2, 6/4 In addition

  1  

Individual StoryMap Project Deadlines: 5/7, 5/19, 6/2, 6/4

In addition to contributing to the two StoryMaps requested by Alice Hill, you will each have the opportunity to create your own StoryMap about any facet of global change in the US that interests you. This will give you the opportunity to explore ArcGIS Online, and you can decide the scope of GIS you incorporate as well as the template and geographic range of your dataset. See here for the brief instructions on making a StoryMap to supplement our in class tutorial: http://storymaps.arcgis.com/en/articles/publishing-your-story-map/ Remember, you will have in-class time to work on your StoryMap. This can be a simple as you’d like, provided you meet the requirements in the rubric. Step 1: Select the focus of your map. Will you tell the story of pollution and vulnerable communities? Highlight the voice of a particular stakeholder group across the country? Show how wildfires affect our national parks? How fisheries across the US are impacted by heat and invasive species? The scope is up to you. You can include the human or scientific dimensions, or both. Be sure to identify your target audience. Step 2: Select the best StoryMap App (=template) to tell your story. Consider what type of data you want to present, the scope of your story, the media (Video? Audio? Photos? Graphs?). Use the StoryMap Gallery for inspiration. http://storymaps.arcgis.com/en/gallery. Complete Steps 1 & 2 for 3 different ideas. Share these ideas with classmates for feedback. Receive instructor approval on your final choice by the end of class Thursday 5/7. This idea can evolve as you develop your map, but confirm your general focus to ensure feasibility and avoid overlaps with other students. Also, ensure that your focus is consistent with your target audience. Deadline for Steps 1 & 2: Thursday, 5/7 Step 3: Select your article data. Please refer to the GIS data handout for guidance. You must use data that the class has collected. We recommend that you choose a subset of our article database based on the focus of your StoryMap. You can select a subset of articles by region, topic (eg., drought, ecosystem recovery, air quality, vector disease), stakeholder, and/or key problem. Use the Excel sort functions to pull out the appropriate data. You can choose whether to display these articles as data points, or use media/graphs/statistics from the articles as part of a story, depending on your template. Step 4: The rest of the data you employ depends on your chosen template. You can include additional data layers to contextualize the article data. These layers can be in either vector (polygon) or raster form. For example: in the California map, each key problem was given

Page 2: Individual StoryMap Project Deadlines: 5/7, 5/19, …web.stanford.edu/group/hadlylab/StoryMapCourse/StoryMap...! 1! Individual StoryMap Project Deadlines: 5/7, 5/19, 6/2, 6/4 In addition

  2  

a “scientific” data layer such as precipitation or Lyme disease prevalence, which fell below the data points. See Figures 1 & 2 for details. These additional data layers should not be made from scratch, but rather should be taken from pre-existing databases. We will show you how to search ESRI’s database on ArcGIS Online. You can also search for published GIS layers from outside sources, such as those published from academic papers, governmental agencies, or non-governmental organizations. Although we strongly encourage you to use easily accessible datasets already loaded on ESRI, if there is a particular layer you would like and cannot find there, you can take advantage of the new Stanford search engine, EarthWorks: https://earthworks.stanford.edu/. Conveniently, Stanford also has a site with GIS data by state. https://lib.stanford.edu/gis-branner-library/gis-data-north-america In-class draft StoryMap check-in: Confirm your 2(+?) data sources with Alexis in class by Tuesday 5/19. Step 5: Present your StoryMap to the class. Ensure that your StoryMap is actually telling a story, and a story that is relevant to your target audience! This will be your Final Presentation on Tuesday, 6/2 – the last day of class. Each student will be given ~3 minutes for presentation and ~2 minutes for discussion. Students will receive peer and instructor evaluation. In-class presentation: Tuesday 6/2 Final Submission- Remember that you have a 30-day free trial of ArcGIS Online – your map will not remain there permanently and it must be transferred to the course server! Step 6: Incorporate peer & instructor feedback into your StoryMap before your final submission. You will transfer your files to the Bio 128 course server. More details will be provided closer to the date. We will create a class “gallery” of all our maps! Step 7: Submit your accompanying 1 page StoryMap description. StoryMap Description: 1 page single-spaced maximum (but full sentences!) Story: In ~2-3 sentences, describe the overall story you seek to tell. Target audience: Who is your target audience? (Think about age group, education level, geographic span, political affiliation, NGOs, etc) Introduction: Briefly discuss the scientific and/or human dimensions of the story you’re telling. Include references where appropriate. Be sure to reference global change and how your StoryMap is telling a story that relates to the synergistic 5 key problems. (Write in the tone appropriate for your target audience)

Page 3: Individual StoryMap Project Deadlines: 5/7, 5/19, …web.stanford.edu/group/hadlylab/StoryMapCourse/StoryMap...! 1! Individual StoryMap Project Deadlines: 5/7, 5/19, 6/2, 6/4 In addition

  3  

Datasets: Briefly describe each dataset you used and justify why you chose them. Provide references where appropriate. Hypothetical dissemination plan: Pretend this is not going up on the Bio 128 server. Discuss the ideal way(s) you’d get this map into the hands of your target audience. Would you work with a local government agency? NGO? K-12? Social media? Etc. Application: What is one “real-world” outcome you’d like from your StoryMap? (Dare to dream - eg, a certain policy, getting people to vote, donate, etc) Transfer files to Alexis & submit StoryMap description at the latest Thursday 6/4. (Prior to your 30-day free trial expires!!!) Not required, but awesome opportunity June 8th ESRI is holding a StoryMap contest that you can submit your project to! http://www.esri.com/landing-pages/story-maps/contest

Figure 1. Screenshot of our California Story Map, shown here featuring the climate disruption web map. Components A & B are permanent and do not change with web map selection, and components C-H are specific to a web map. A) Map title and link to acknowledgements; B) Tabs that link to each individual web map; C) Scientific blurb about select global change issues; D) Legend depicting impacted stakeholders; E) Legend explaining quantitative data layer; F) Quantitative data layer, here of precipitation values; G) Data points, color and shape coded as

Page 4: Individual StoryMap Project Deadlines: 5/7, 5/19, …web.stanford.edu/group/hadlylab/StoryMapCourse/StoryMap...! 1! Individual StoryMap Project Deadlines: 5/7, 5/19, 6/2, 6/4 In addition

  4  

stakeholders; H) When clicked, a data point reveals a pop-up window with a quote, image, and link to original article.

Figure 2. Conceptual diagram illustrating the types of data used to build our California Story Map, using the population change web map as an example. A) Basemap of the topology and political boundaries of California; B) Objective data layer backdrop, here shown as population growth rates per county; C) Data points corresponding to articles. D) Individual web map, composed of the basemap (A) plus two data types (B,C). A reminder of relevant course learning goals to meet through this project: Topical Understanding Students will understand global change through the lens of a place (the US) by being able to:

• Identify specific examples of global change’s five key problems • Recognize how these 5 key problems interact synergistically • Connect how environmental and ecological forces interact with political, demographic,

and economic factors to impact diverse stakeholders • Learn how to translate scientific data for broad audiences

Applied Skills

• Identify ways that GIS and other STEM technologies can be applied to science communication

• Learn effective media search strategies and data management skills Humanistic Learning

• Consider how race, gender, culture, education level, citizenship, and socioeconomic status can shape the impacts global change exerts on an individual and on communities

• Respect different backgrounds, political perspectives, and types of knowledge • Reflect on your role as a STEM student in making scientific data accessible to policy-

makers and the general public

Page 5: Individual StoryMap Project Deadlines: 5/7, 5/19, …web.stanford.edu/group/hadlylab/StoryMapCourse/StoryMap...! 1! Individual StoryMap Project Deadlines: 5/7, 5/19, 6/2, 6/4 In addition

  5  

StoryMap Rubric Data

o Student uses subset of class data ! Are the chosen data appropriate for the story?

o Student uses at least one additional data layer (vector or raster) ! Are the chosen data appropriate for the story?

o Do the selected data layers complement each other in story telling? Audience

o Student identifies an appropriate audience for their story o Student uses media and template appropriate for audience o Student displays stakeholders relevant to audience

Presentation

o Student uses appropriate template for their story o Symbology and color enhances storytelling o Data is presented in intuitive, easy to understand fashion

Text

o Student uses appropriate amount of text o Text is at an appropriate level and tone for target audience

Media

o Student uses at least one type of media (photo, audio, video, graphs) o Student uses media to effectively enhance storytelling

Learning Objectives Students have met the following learning objectives: Topical Understanding

o Identify specific examples of global change’s five key problems o Connect how environmental and ecological forces interact with political,

demographic, and economic factors to impact diverse stakeholders o Learn how to translate scientific data for broad audiences

Humanistic Learning

o Consider how race, gender, culture, education level, citizenship, and socioeconomic status can shape the impacts global change exerts on an individual and on communities

o Respect different backgrounds, political perspectives, and types of knowledge Overall Story

o Story explicitly touches on one or more key problems o StoryMap meets student communication goal