pectives

journal of the n Cartographic Information Society

Number 24, Spring 1996

in this issue messages

MESSAGES 1 MESSAGE FROM THE EDITOR

FEATURED ARTICLES Why is it that we are always Maps, text, and seventh-graders: a study of spatial learning 3 amazed at how fast time flies by? Alisa D. Ramirez & Patricia Gilmartin Projects and manuscripts that we said would be done by the end of Copyright and Cartographic Multimedia 12 the month, end of the semester, or Trudy Suchan end of the year often times are still on our TTD list (list of Things To CARTOGRAPHY BULLETIN BOARD 24 Do) at the end of the month, end of Cartography at the 1996 Association of American the semester, or end of the year. Geographers Meeti11g And we find ourselves often The World Wide Web saying "Gee, I thought I would be done with this by now"- and we MAP LIBRARY BULLETIN BOARD 25 Maps at Duke U11ii1ersity are generally disappointed that we University of Virginia Geographic lnformation Center: have not finished the task. The First Year Well, it has been almost a year since I notified the NACIS Board REVIEWS of Directors that I would be ending How maps work: representation, visualizati on, and design 27 my term as Editor of Cartographic reviewed by Elisabeth S. Nelson Perspectives with the Spring 1996 issue. And, as with many things, Editing early and historical atlases 30 the time has flown by. But I must reviewed by Dalia Varanka admit that I am a bit of disap­ pointed that my job as editor is Proceedings of the seminar on teaching animated cartography 31 finally done. Don't get me wrong, reviewed by Rex Cammack there is a huge part of me that feels a sense of relief (and satisfaction) ANNOUNCEMENTS 34 at completing my four year tenure as editor. But I cannot deny that CARTOGRAPHIC EVENTS 36 part of me that looks back on this experience and acknowledges that NACIS NEWS 37 I will truly miss it. I have contemplated for some NACIS XVI PRELIMINARY PROGRAM 38 months now on what I would say in this, my final column. Would I make some profound statements As editor, I have had the of CPI asked Dave if he was privilege of receiving manuscripts willing to help out as Assistant from some of the brightest and Editor. He agreed without really creative minds in our field. Indi­ knowing what that would entail. I viduals who were willing to share remember our first issue-neither their ideas and theories with their one of us new a thing about coll eagues. Individuals who have desktop publishing and it was a worked hard to make cartography miracle that the issue (ironically an interesting and lively discipline. #13) ever made it to the printer. Individuals who took the risk of Over the years we have had our subjecting their work to peer share of trying to figure out how to review and realized that getting handle incompatible file formats or ideas out there is an important deciding what to do when we get a means of ensuing that we have call from the printer saying that lively debates within the disci­ the job is on press "but there seems pline. to be a little problem with ..." I have also had the privilege of Through all of it, Dave has always working with members of an been of great help and willing to Editorial Board who where spend what ever time it has taken committed to the same. They have to get the issue out (and usually spent their time reviewing manu­ out on time!). scripts, writing, and taking respon­ In closing, I would like to thank sibility fo r the Bulletin Board NACIS for the opportunity given columns. Over the years, many of to me to be such a part of what our NACIS members have served goes on in our discipline. I 'Nish in this capacity. I would, however, my predecessor as much enjoy­ like to extend a special thanks to ment as I have had in being able to three of them. One is Jim Ander­ see the best our discipline has to son. Jim has been responsible for offer and for the fun I have had as the Cartography Lab Bulletin CP Ed itor. Thanks. Board column in Cartographic or observations about the disci­ Perspectives ever since I have been Sona Karentz Andreivs pline of cartography? Would I be editor. He has worked hard to Editor, CP reflective? Would I try to predict ensure that the bulletin board was the future? Would I pontificate present in every issue and that it my own views on the prosperity or contained information of interest demise of cartography, its relation­ to our readers. Not only that, but Q:>. about the cooer ship to GIS, or other topics? Jim consistently meet every I suppose I could. As editor of a deadline I gave him, even the most journal you have almost total herculean ones. control over what eventually gets Another individual deserving of published. Who could stop me \cp great thanks is Michael Peterson. Theoove<~ from writing anything? After all, I was produced & designed Michael has been chair of the by Daniel Weber, a graduate student am the person who hands over to :-.JACIS Editorial Board (again for in Geography at the University of the printer the digital files for each as long as I have been editor). The Wisconsin-Milwaukee. The map is a issue and I am the one who gets to Editorial Board Chair is a thank­ portion of western Providendales, check the press proofs before the less job. You do a lot of work but North Caicos, and Middle Cairos in job is set to press. And anyway, do not receive the recognition that the Turks & Caicos. It was digitized this is my last issue-what can using AtlasGIS and then imported others, like the editor, get. Michael into Core!DRAW! where it was they do, fire me? has been a tremendous help in resized, rotated, and skewed to its You will be relieved to know that ensuring that the manuscript present view. The islands were given I wi ll not do any of the fo llowing. review process has moved along a texture fill using Rock-Fractal­ Instead l would like to thank all of efficiently and that the Editorial Cracked 2C of texture# 19702 with a the individuals who have made Board functioned as it should. density of one and a light intensity of my job as editor of Cartographic The last person I wish to give 40%. The map is oriented with Northeast approximately at the top Perspectives a rewarding and special thanks to is David Tilton. \:..f the page. ,) delightful experience. When I first took on the editorship Number 24, Spring 19% rnrtogmpllic perspecti1.'es 3 Maps, Text, and Seventh-Graders: A Study of Spatial Learning

The research reported here examines the effectiveness of maps in Alisa D. Ramirez geography text for seventh grade students by asking them to study M icheli11 Travel Publications either the text alone or the text with maps and then answer questions P.O. Box 19001 about the material. We also investigate the influences on students' Gree1wille, South Carolina 29602 performance of gender, time of testing (immediate or delayed), and kind of knowledge required (memorization versus inference). Results reveal a consistent advantage associated with the presence of maps but not at Patricia Gilmartin levels which are statistically significant. Other findings include a slight Depart111e11 t of Geography advantage of females over males (again, not significant), the fact that U11iversity of South Carolina inference questions are more difficult to answer than those requiring Col11111bia, South Carolina 29208 simple memorization, and (not surprisingly) that students' performance e-mail: [email protected] declines over time. We offer possible explanations for our findings, including some related to the research design and the fact that our subjects were seventh-graders.

or more than two decades now, researchers in va rious disciplines INTRODUCTION F have explored the rel ationship between text and accompanying illustrations. For cartographers, a better understanding of the interaction between text and maps offers theoretical insights into spatial communica­ tion processes, in general, and also may suggest ways of improving the design of maps embedded in text. Although considerable attention has been focused on the topic of maps and text, there are still many aspects of the issue ·which are not well understood due to differences among previ­ ous studies in methodologies, tasks, and subject groups. The study reported here contributes to the overall fund of knowledge about maps and text by investigating whether a specific subset of map readers, seventh-grade students, are able to use maps to enhance learning from textbook-style geographical descriptions. In the study we examined the effects of four variables: 1) the presence or absence of maps in a geographical text; 2) the kinds of knowledge acquired by the subjects (simple memorization or the ability to make inferences from the learned material); 3) the sex of the subjects; and 4) how well the learned material is retained in memory after a week's time. Maps are a common feature of social studies textbooks. For example, one survey found 993 maps in 26 social studies textbooks for children in kindergarten through eighth grade, with the majority of the maps pro­ vided at the fourth grade and higher (Young 1994a, 16-19). If one looks more specifically at geography and history texts at the secondary school level, the number of maps per textbook is even higher: an average of about 70 in each of the eight texts reviewed by Young (1994b, Figure 7). Given the additional production and printing costs associated with including maps in textbooks, publishers and authors must believe that those maps serve some useful purpose. The advantages attributed to illustrations are numerous, including helping to organize the textual material, decorating or enlivening the pages of text, engaging the reader's attention, enhancing retention of the material, and augmenting verbal 4 c11rtogmpl1ic perspecti£1es '.\lumber 24, Spring l 'l%

explanations by presenting material in a different (graphic) mode (Duchastel 1978, Gilmartin 1982, Kulhavy et al. 1993, Levie and Lentz 1982, Willows and Houghton 1987). Stock et al. (1995) state unequivo­ cally that, " ... people who study maps recall more facts than people who study unstructured arrays of landmarks, lists of landmark labels and I or icons, of [sic] fact texts alone ... [P]eople who reproduce maps accurately recall more facts than people who don' t ..." (238). On the other hand, some authors have found that maps either have no effect (Davis 1971) or may actually hinder learning from text by focusing readers' attention on map- related information at the expense of non-map­ related text (Scevak et al. 1993,402). And Young has argued that maps in children's social studies texts, in general, are undervalued and fail to promote learning (1994b). Thus, although a fair amount of effort has been devoted to understanding the relationship between maps and text, there is still a great deal to be learned about the subject.

REVIEW OF RELATED Empirical studies aimed at measuring how the presence of maps in texts RESEARCH1 affects the information gathered by readers span almost thirty years. In one of the earliest such reports, Davis and Hunkins (1968) concluded initia lly that the presence of a map along with text did help junior high school students learn the geography of India. Davis later recanted that conclusion, however, after re-analyzing the data using the "more power­ ful " analysis of covariance instead of the univariate statistics originally employed (1971). The revised analysis, which controlled for differences in subjects' IQ and reading achievement scores, showed that students who were given both a map and text to study scored no higher on subsequent tests than students who had read the unillustrated text alone. In contrast to Davis' conclusions, Gilmartin (1982) found a clear advan­ tage for the use of maps with text in both immediate and delayed test conditions. The author asked college students to study either an unillustrated geography narrative, the same narrative with maps, or the narrative with maps and captions. The students were tested on their knowledge of the geographic material both immediately after having studied it and again a week later; in both cases those who read text with maps achieved significantly higher scores than students whose text contained no maps. In addition, Gilmartin found differences in the performance of men and women. Based on reading text without maps, men scored significantly higher than women; when maps were present, however, scores for women and men were almost identical. More recent research with high More recent research with high school students has highlighted the school students has highlighted importance of map use instruction in enhancing the effectiveness of maps in text (Scevak, Moore, and Kirby 1993). After having received thorough the importance of map use training in using maps strategically as text organizers, students scored instruction .. . significantly higher on recall tests of textual material than subjects in a control group which received no such training. In addition to the studies cited above, an extensive series of experi­ ments involving maps and text has been conducted by psychologist Raymond Kulhavy and his associates. (For a cumulative review of this set

l. umerous studies have been conducted to investigate the effect of non-cartographic illustrations, such as photographs, diagrams, and pictorial drawings, with text. Because maps are unique in symbolizing geographic relationships among phenomena - whereas these other kinds of illustrations are not primarily spatial representations - the relevance of such studies to the present one is limited and, thus, they wi ll not be reviewed here. (How­ ever, see reviews of such articles by Samuels (1970), Levie (1987), Levie and Lentz (1982), Willows and Houghton (1987).) Number 24, Spring 1996 cartographic perspectives 5 of research, see Kulhavy et al. 1993.) These researchers, whose primary purpose is to investigate cognitive theories of how people encode and recall information, have concluded that a robust facilitative relationship exists between maps and text. Unfortunately, however, although Kulhavy's investigations have contributed significantly to our theoretical understanding of the interaction between maps and text, the practical relevance of the studies for geographers and cartographers is limited by certain characteristics of the experimental designs. First, in most in­ ... the practical relevance of the stances, the tasks required of participants in the studies involve no explic­ studies for geographers and itly spatial (geographic) learning. Rather, learning is usually measured cartographers is limited by either by counting how many events, activities, or adjectives subjects can certain characteristics of the free-recall from a text or by sentence completions involving recalling experimental designs, names of features, landmarks, objects, and the like. (For example see Kulhavy et al. 1985, Kulhavy et al. 1992, Peterson et al. 1991, and Schwartz and Kulhavy 1981). Even in the infrequent research design in which some spatial information is obtained, it is not the focus of analysis. For example, in a study by Kulhavy et al. (1993), which was published in a cartographic journal, the researchers measured subjects' cognizance of the map's spatial structure but used that measure as an independent variable to analyze recall of facts ("current and historical events" [153]) presented in the text. The authors found that" ... the better people encode the structural characteristics of the map, the higher the probability of recalling text facts extrinsic to the map" (155) (our emphasis). Second, in many of their experiments the authors first provided a map to their subjects to study and then read a narrative to them- sometimes with and sometimes without the map still being present. (For example see Amlund and Kulhavy 1985; Kulhavy et al. 1985, Kulhavy et al. 1992, Peterson et al. 1991 ). While this procedure is appropriate in the context of the authors' main purpose-to investigate theoretical models of encoding and memory operations-it is not necessarily the best procedure to evalu­ ate the pedagogical value of maps in a textbook or article. In actual appli cation, such text is read much more often than heard, and the map is present continuously on the page; readers may peruse it before, during, or after reading the text or not at all. The investigations of Kulhavy and his colleagues are valuable for having demonstrated that people's cognitive processing of maps and text supports Paivio's dual-coding model of cognition (Clark and Paivio 1991, Kulhavy et al. 1993, Paivio 1986). Dual coding theories assume, in general, that verbal material (text) and visual images (maps) are encoded and stored in memory in functionally distinct codes which can operate independently as needed. The theories assume, further, that there are associative connections between the verbal and nonverbal units, so that they are not limited to independent operations. Activation of one code may also invoke the other if relevant information exists in both stores. This model of cognitive functions provides a theoretical explanation for how maps in text might help readers learn and remember the textual material: the ability to encode and store information in either of two distinct modes, based on which mode is more appropriate for the kind of data involved, is more effective than encoding all data, regardless of their properties, in a single mode (Kulhavy et al. 1993, Paivio 1986). The dual coding hypothesis would argue against one explanation that has been offered to explain any facilitative relationship between maps and text: that it is the repetition of material, rather than any unique advantage offered by maps, which results in increased learning. That is to say, subjects have two learning opportunities when they encounter the same material in both text and maps, compared to only one opportunity when 6 cartographic perspectives Number 24, Spring 1996

they simply read or hear text. Thus, perhaps the same improvements could be achieved without maps if the verbal material were presented to subjects more than once. The few researchers who addressed this possi­ bility in their studies reported that the combination of prose and illustra­ tions was more effective than two presentations of the verbal material (Kulhavy et al. 1985, Levin et al. 1976, Purnell and Solomon 1991, Schwar~ and Kulhavy 1981). Nevertheless, because of differences in methods and goals between the study reported here and those studies cited above, we chose to offset any possible disadvantage created by a single text presentation by balancing the presence of maps in text with extra repetitions of the relevant material in the text without maps. In spite of the numerous studies involving maps and text which Kulhavy and other psychologists have conducted, many issues remain unresolved for cartographers, geographers, and educators, for whom students' acquisition of spatial knowledge is of considerable interest. The following study was designed to address some of those questions.

RESEARCH METHODS AND The purpose of this study was to determine what effect, if any, the inclu­ MATERIALS sion of maps in text has on seventh graders' learning. We also looked for any influence due to time of testing (immediate versus delayed), gender, and kind of learning (memorization versus inference), resulting in a 2 (maps present/ absent) X 2 (time of testing) X 2 (gender) X 2 (question type) design. Subjects. Subjects in the experiment were 123 seventh grade students, 60 males and 63 females, enrolled in a public school in Columbia, South Carolina. Average age for the group was 12.7 years. Previous research has shown that children of this age and much younger are able to compre­ hend basic reference and thematic maps (Boardman 1990, Kulhavy et al. 1985, Trifonoff 1995). Seventh graders at this school are required to enroll Previous research has shown in a World Geography class; in addition, about 90% of the subjects re­ that children of this age and ported that they had received map-reading instruction as part of their much younger are able to normal schooling. Thus, the subjects were quite familiar with the type of comprehend basic reference and material used in this study, which was administered late in the school year. The tests were given to students during their regular World Geogra­ thematic maps. phy classes, resulting in six groups of about twenty each administered at various times throughout the day. The six classes were later collapsed into two experimental groups based on whether they had been given text and maps to study (referred to hereafter as Group A) or only text (Group B). Materials. Material for the experiment consisted of geography texts, five maps, a set of questions with an answer form, and a questionnaire requesting demographic information. All were composed and revised in collaboration with the seventh grade geography teachers who cooperated in the study; they approved all material before it was used. In addition, we conducted a pre-test with nine students (who did not participate in the final research) in order to establish reasonable time limits for tasks and to verify that the test materials and instructions were clear and appropriate for seventh grade students. The text described the regional geography of an imaginary island­ country, Grand Isle. Topics included climate, topography, economy, land use, and descriptions of important cultural and physical features such as cities, rivers, mountains, and the like. For the reasons discussed earlier, the basic text was modified for the non-map group so that each fact about which they would be questioned appeared twice within the narrative, versus once for the subjects whose text included maps. The maps were simple black and white reference and thematic maps (see Figure 1) whose subject matter reflected the content of the text. The Number 24, Spring 1996 cartograplzic perspectives 7

maps were about 9 cm square and Figure 7. Tire fh•e mnps used i11 the st11d11 (reproduced l1ere nl 60% of orig inn/ si:e). were placed as close to the relevant text as possible (always on the same page). References within the Grand Isle Grand Isle: Elevations text prompted subjects to refer to the appropriate maps. Mt\.alh1flt1n tttt~ . ,... ,~,,I Text and maps or text alone . 11.,,.,.u were compil ed into test booklets, •"•IU• D ··. ,~ ,, on the covers of which were \l,rnJonlJ,,. printed instructi ons outlining the procedures and time limits for the experiment. Instructions for subjects who received the text with maps included specific directions to study the maps as well as the narrative. Questions about Grand Isle were of three different types: non­ spatial, spatial-memory, and spatial-inference. Three questions referencing non-spatial informa­ Grand Isle: Climate tion in the text were included so Grand Isle: Population that we could compare the overall "''>;fll' reading comprehension of subjects o .. ,. •r.• ;> ~ ;,., ,. in the two experimental conditions . ... (maps-no maps). That is, we wanted to be sure that any signifi­ '\. cant differences found in subjects' \ I performance on spatial questions I r- would not be confounded by "'' differences in basic reading ~!foftl1o\,I comprehension between Groups A 'r'-'-" ~' ~ II and B. Spatial-memory questions, of which there were six, referred to spatial locations or relationships specifically described in the text (and depicted on maps fo r Group A). The six spatial-inference Grand Isle: Land Use questions addressed spatial information not stated directlv but which could be inferred from-the ...... · information provided. All ques­ tions 1..vere of the multiple choice format. Examples of the three types are:

Sample non-spatial question: Wlint pcrce11t of the populatio11 of Grand Isle lities i11 11r/Ja11 nreas?

Sample spati al-memory question: Wl1ich city is locnted 011 Sheridan Bny?

Sample spatial-inference questions: Wlwt type of ln11d-11se is fo1111d along the Bethel Riz 1er? 8 cartographic pcrspccti1.1cs \lumber 2-l, Spring 1'1%

Procedures. A general introduction and description of the project were read to the participants, and they were then asked to fill out a question­ naire asking for their age, sex, and some information about their map-use experience. When those forms were completed, they were given a test booklet containing either maps and text or text only about Grand Isle. The written instructions appearing on the cover of the booklet were read aloud to the students and they were given an opportunity to ask questions about anything they did not understand. When instructed to do so, students opened the booklets and were given 15 minutes to study the material, after whjch all reading material was collected and question and answer sheets were distributed. Participants had five mjnutes to answer the 15 multiple choice questions. In order to assess any effects of maps on memory for spatial informa­ tion, the same experiment was repeated using the same procedures and subjects one week later. Seven students were absent at the time of the re­ test, resulting in 116 responses (56 from males and 60 from females) for that part of the study.

ANALYSES A D RESULTS Answers to all questions were scored manually, with one point given for correct and zero points for incorrect answers. These data were then entered into the SAS statistical analysis package for further summaries and analyses. Univariate statistics were calculated and the means used in Tukey's method of "outer fences" to identify and eliminate "extreme" values in the data set (Tukey 1977). These are individual scores that lie so far away from the mean for the group (i.e., beyond Tukey's outer fences) that their inclusion in the overall analysis might skew the results. This procedure eUminated five subjects, leaving 118 in the first test and 111 for the re- test. Next, in order to determine whether Groups A (text and maps) and B (text only) represented the same population in terms of basic reading ability for the narrative used in the study, we compared the scores for the two groups on the non-spatial questions. The mean percent correct for Group A was 48.6 percent and for Group B, 53.2 percent, a difference which was not statistically significant (Pr > F = 0.3348). Thus we could then proceed to analyze the scores for the spatial questions. Univariate statistics and analyses of variance (ANOV A) were calcu­ lated for the 2 (text/map condition) X 2 (spatial question type) X 2 (gen­ der) X 2 (time of test) data model. A repeated measures analysis of variance was used to compare scores in the immediate versus delayed test condition. Table 1 summarizes the mean percent correct for all independent variables in the study. As is evident from this table, in general, Group A scored higher than Group B, females performed better than males, infer- ence questions were more difficult Table 1. Mean pi?rcent correct for all i·ariables in t/Je study. to answer than memory questions, and (not surprisingly) scores were lower on the delayed test. The Immediate Test Delayed Test only exception to this pattern is for Group QT Male Female Mean Male Female Mean gender on inference questions in A Memory 40.0 43.0 41.5 34.5 38.9 36.7 the delayed test for Group B, where males scored just slightly Inference 37.8 40.3 39.1 27.0 30.6 28.8 higher than females: 21.1 percent Mean 38.9 41.7 40.3 30.7 34.7 32.7 correct compared to 19.9 percent. B Memory 37.4 38.1 37. 7 34.0 36.5 35.3 Although there are clear overall patterns in the scores, as summa­ Inference 27.0 29.2 28. l 21.1 19.9 20.5 rized in Table 1 and noted in the Mean 32.2 33.6 32.9 27.6 28.2 27.9 preceding paragraph, few of the Number 24, Spring 1996 cartogmphic perspectives 9 differences reached the Pr> F =.05 I Immediate Test Delaved Test level of statistical significance, I either for main effects or for Source .\!lean Pr> F Mean Pr> F interactions. Table 2 shows the Group A 40.3 32. 7 A\IOY A results for the immediate 0.1547 0.2458 and delayed tests. Only one main B 32.9 27.9 effect was significant: the higher Gender M 35.5 29.2 scores for memory questions (36.0 0.6798 0.5782 percent) compared to inference F 37.6 3 1. 5 questions (24.6 percent) on the delayed test. Question Mem 39.6 36.0 The repeated measures 0.241 1 0.0089 ~ A OYA, comparing the scores for Inf 33.6 24.6 the same subjects between the Group A M 38.9 30.7 immediate and delayed tests, F 41.7 34. 7 reveals that only the main effect x 0.8965 0.6877 was significant (36.6 percent on the Gender B .\II 32.2 27.6 immediate test vs. 30.3 percent on the delayed test). (See Table 3.) F 33.6 21!.2 Somewhat surprisingly, the Group A Mem 41.5 36.7 interaction behveen question type In f 39.1 28.8 and time of test did not reach the x 0.4839 0.4110 probability criterion of 0.05. Que~tion 37. 7 35.3 To summarize the results of this B Mem study, the only significant differ­ Inf 28.1 20.5 ences found were in the scores for Gender M Mem 38. 7 34.2 the delayed test, which were lower Inf 32.4 24.1 than on the immediate test, and for x 0.9629 0.7764 the question-type in the delayed test, where students answered Que~tion F Mem 40.6 37.7 memory questions more accurately Inf 3-U 25.2 than inference questions. The other differences in scores (Group

A higher than Group B, females Table 2. R~:mlb of ANO VA for 111ai11 effects a11d ht'o-way i11t1•ractru11sfor immediate a11d outscoring males, and memory delayed tests. questions answered more cor­ rectly, overall, than inference questions) d id not reach signifi­ cance at alpha= 0.05, probably because of the amount of variation in the data, even though five extreme observations were omitted Ta/lie 3. Results of repeated 111ea­ source Pr> F from the analysis. ::1ire,: ANO VA for immediate a11d time 0.0059 * delny1•d tests. DISCUSSION OF RESULTS time x group 0.5633 Certain results of the study were time x gender 0.9641 quite predictable. It is logical that time x question type 0.2295 scores would decline on the re-test, administered a week after the students had read the text. We also anticipated that scores would be lower for inference questions than for memory questions, simply because inference requires reason­ ing and more depth of understand­ ing. We were more uncertain about what to expect from gender 10 cartogrnpliic perspectives Number 24, Spring 1996

because the results of related studies have been so ambiguous, if not downright contradictory. The fact that females in this study scored somewhat higher than males in every category except one (but not signifi­ cantly so) is interesting and suggestive but not a basis from which to draw clear conclusions. Such results may say as much about differences in the .. . what we were really most seriousness with which females and males approached the task as about interested in was the effect on their abilities to learn spatial information from maps and texts. But what we were really most interested in was the effect on spatial spatial learning-and any learning-and any interactions with the other independent variables-of in temctions with the other maps embedded in a regional geography text, compared to an independent variables-of maps unillustrated text. Based on the statistical analyses of the results, we must embedded in a regional geogra­ conclude that there is no effect. Nevertheless, it is difficult to ignore the phy text, compared to an 7.4 and 4.8 point advantage, overall, for Group A on the immediate and u11illustrated text. delayed tests, respectively, and the much better performance on inference questions when maps were present (34 percent) than when they were not (24.3 percent). Although these differences were not large enough to be statistically significant, they do represent a pattern of better performance with maps which holds across all interactions with question type, sex, and time of test. It seems unlikely that such a consistent pattern occurred by chance. Recall, also, that for the purposes of this experiment, the unillustrated text was composed so that the information on which the subjects would be tested appeared twice within the text. This technique would not be a practical alternative in actual textbooks, however, because it would double the length of the book and be very tedious for students to read. Differences between Groups A and B probably would have been greater if this procedure had not been fo ll owed (i.e., if the information had been presented only once rather than twice in the text). As noted earlier in this paper, several researchers have found in studies designed to address the issue directly that the inclusion of maps with a narrative is more effective than repetitions of text alone. Our findings are consistent with their conclusions, differing only in degree (significance}, not in direction. Further comparisons between the results of this study and those of other researchers are difficult. As discussed earlier, the experiments by Kulhavy and his associates (1993) measured primarily non-spatial learn­ ing and used quite different methodologies than were used here. Gilmartin's methodology was similar, but her subjects were university students and the non-illustrated text did not contain redundant informa­ tion. Scevak et al. (1993) used 11th graders as subjects but gave them extensive instruction on how to use maps strategically to organize text, resulting in subjects' higher learning from text with maps. The early research by Davis and Hunkins (1968) and Davis (1971) is probably the most closely comparable to this study: the subjects were junior high school students, the experimental design was similar except for the redundancy built into the text for this study, and those researchers, too, found no significant differences in subjects' scores based on reading text with maps versus text alone. ... it seems certain that junior In light of previous research related to children's map-reading abilities, high students are capable of it seems certain that junior high students are capable of comprehending comprehendi11g maps such as maps such as those used in this study. Yet, as was the case with Davis' (1971) junior high students, they did not use them to their greatest advan­ those used in this study. tage in studying a geographic text, at least not to levels of statistical significance. Perhaps students at this grade level need further instruction and I or prompting to take advantage of maps' capacity to communicate spatial material efficiently. And, as Kulhavy and his associates have shown, maps can enhance the learning of non-spatial information in text also. Number 24, Spring 1996 cartographic perspectives 11

Although the participants were told explicitly to attend to the maps, there is no way to knmN how many actually d id . It is the opinion of the first author, 1;vho administered the experiment, that a number of students were quite d isinterested in the task and were not really trying to learn the material. Perhaps this problem could be ameliorated in future research by testing students individuall y or in sma ll groups or by offering an incen­ tive for high scores. Such measures might also reduce the variation in responses and make results such as we found here statistically significant. .. . one effective way to increase Geographers, psychologists, and educators all have an interest in students' learning from maps understand ing the pedagogic relationship between illustrations and text. Most prior research indicates that the presence of maps enhances learning and text is simply to teach them from text, and our fi ndings were consistent with that generalization but that maps are tools which can not at statistically significant levels. We have suggested some factors that help them understand and recall may have a ffected our results, but further research will be needed to spatial locations and relation­ investigate those ideas. In the meantime, based on our experience and on ships. evidence from other stud ies, it seems likely that one effective way to increase students' learning from maps and text is simply to teach them that maps are tools w hich can help them understand and recall spati al locations and relationships.

Amlund, J.T. and R. W. Kulhavy. 1985. Map feature content and text REFERENCES recall of good and poor readers. Jo u ma/ of Readi11g Behavior 27:317-30.

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Clark, J. M. and A. Paivio. 1991. Dual coding theory and education. Ed11catio11al Psychology Review 3:1 49-209.

Davis, O.L. and Francis Hunkins. 1968. The usefulness of a map with geographic text. foumal of Geography 64:362-366.

Davis, O.L. 1971. The usefu lness of a map with geographic text: a re­ analysis of experimental data. /011 mal of Geography 67:303-306.

Duchastel, Phillipe. 1978. Illustrating instructional texts. Educational Technology 18:36-39.

Gilmartin, Patricia. 1982. The instructional efficacy of maps in geographic text. /011mal of Geography 41 :145-150.

Kulhavy, Raymond, J. Brandon Lee, and Linda Caterino. 1985. Conjoint retention of maps and related discourse. Co11te111porary Edt1catio11a/ Psychol­ ogy 10:28-37.

Kulhavy. R. W., W. A. Stock, S. E. Peterson, D. R. Pridemore, and J. D. Klein. 1992. Using maps to retri eve text: a test of conjoint retention. Co 11tclllporary Ed11 ca tio11al Psychology 17:56-70.

Ku lhavy, Raymond, Wi lliam Stock, and William Kealy. 1993. How geographic maps increase recall of instructional text. Edt1catio11al Tec/11101- ogy, Research & Dciielop111c11t 41(4):47-62. 12 cartograpliic pcrsp£'Cfi11cs '.\lumber 24, Spring 19%

Levie, W. H. 1987. Research on pictures: a guide to the literature in Willows, D. M. and Houghton, H. A (eds.) The Psychology of Illustration, vol. 1. New York: Springer-Verlag. 1-50.

Levie, W.H. and R. Lentz. 1982. Effects of text illustrations: a review of research. Educational Communication and Technology journal 30:195-232.

Levin, J.R., B.G. Bender, and A M. Lesgold. 1976. Pictures, repetition and young children's oral prose learning. AV Communica tion Review 24:367-380.

Paivio, A 1986. Mental representations: a dual coding approach. New York: Oxford University Press.

Peterson. S.E., R. W. Kulhavy, W. A Stock, and D. R. Pridemore. 1991. How map features cue associated verbal content. Bulletin of the Psychonomic Society 29:158-60.

Purnell, Kenneth N. and Robert T. Solomon. 1991. The influence of technical illustrations on students' comprehension in geography. Reading Research Quarterly 26(3):277-299.

Samuels, S. Jay. 1970. Effects of pictures on learning to read, comprehen­ sion and attitudes. Review of Educational Research 40(3):397-407.

Scevak, Jill, Phillip Moore, and John Kirby. 1993. Training students to use maps to increase text recall. Contemporary Educational Psychology 18(4):401-413.

Schwartz, Neil and Raymond Kulhavy. 1981. Map features and the recall of discourse. Contemporary Educational Psychology 6:151-158.

Stock, W. A., R. W. Kulhavy, S. E. Peterson, T. E. Hancock, and M. P. Verdi. 1995. Mental representation of maps and verbal descriptions: evidence they may affect text memory differently. Con temporary Educa­ tional Psychology 20:237-256.

Trifonoff, Karen M. 1995. Going beyond location: thema tic mapping in the early elementary grades. journal of Geography 94(2):368-374.

Tukey, John W. 1977. Exploratory Data Analysis. Reading: Addison­ Wesley Publishing Company.

Willows, D. M. and H. A Houghton. 1987. The Psychology of lllustra­ tio11s, vol. 1. New York: Springer-Verlag.

Young, James. 1994a. Learning from Thematic Maps: Children's Cogni­ tive Processing and the Integration of Mapped Information. Minneapolis: Ph.D. Dissertation, Department of Geography, University of Minnesota.

Young, James. 1994b. Reexamining the role of maps in geographic education: images, analysis, and evaluation. Cartographic Perspectives 17:10-20.

0 Number 24, Spring 1996 cartographic perspectives 13 Copyright and Cartographic Multimedia

Maps are just one of many resources used in multimedia by cartogra­ Trudy Suchan phers. Increasingly complex copyright issues are developing around Department of Geography single media and their compilation in multimedia productions. This The Pennsylvania State University paper describes US copyright law and practices as they apply to multi­ Un iversity Park, PA 16802 media works. The paper is directed to cartographers working in [email protected] multimedia, and therefore, cuts a narrow path through the vast array of issues and information on this subject. It introduces legitimate ways to use copyrighted resources, as well as the process of copyrighting one's own work and includes recognition of ambiguities inherent in copy­ right law applied to any creative work.

ultimed ia is "the combined use of various media such as text, INTRODUCTION M graphics, photos, video and sound in computer presentation and/ or stand alone applicati on" (Andrews and Tilton 1993, 349). Conventional copyright practices pertaining to standard media, including maps, apply to multimedia because multimedia involves the combined use of conven­ tional media, albeit in wide variety and great volume. Multimedia has been used by cartographers as a vehicle for visualiza­ ti on of environmental problems such as urban air pollution (Koussoulakou 1994); as a research tool/ archive of historical American Indian maps (Andrews 1994); and in the classroom for geography educa­ tion (Krygier et al. 1995). It has also been used as a tool fo r representing a geographic region as in Exp/Oregon (Loy and Searl 1995) and to facilitate collaboration in public land-use meetings fo r "what-if" scenarios (Shiffer 1993). Cartographers have also made multimedia map contributions to commercial products such as multimedia encyclopedias (see DiBiase 1994). Cartographers developing multimedia work need some understanding of copyright issues. The issues discussed in this paper are organized into four sections: an introduction to copyright law; info rmation for copyright compliance; new copyright issues as highlighted by ambiguities inherent in new expressions of creativity, i.e., multimedia works, and questions of copyright relevance. Readers should note that the information presented here pertains to United States copyright laws only and that there is considerable international vari ation in copyright practices and laws.

US copyright law fi rst was enacted in 1790 under authority granted in COPYRIGHT LAW, TERMS, Article I of the Consti tution. The first version of copyri ght law applied to AND PRACTICESl pri nted matter- books, maps, and charts. Elaborations on copyright have entered the law books at an increasing pace over time as attempts are made to account for emerging tangible forms of expression beyond

1. Information about copyright compliance includ ing topical circulars and forms is available from the Copyright Office on the World Wide Web at http: / / lcv.•eb.loc.gov I copyright/. A web site that provides links to federal government information resources, including the Library of Congress, and also provides links to directories of intellectual property attorneys is http: I I wwwl .backboard.com/ legal.html. Http:// www.ilt.columbia.edu I projects/ copyright/ index.html includes links to Lexis/ ;\ex is and Westlaw on-line services. Topics at the site are still under development, but promise to incorporate multimedia examples. Http: I I www.benedict. com, "The Copyright Website," covers copyright thoroughly, and includes as one topic, "Bleeding Edge: Internet Issues." 14 cartograpl1ic perspectives NumbN 24, Spring 1996

printed matter. A selected series of changes in the law, recognizing emerging forms of creative works Selected Changes in Copyright Law relevant to multimedia production as content, is shown in Figure l. The formalization in copyright law 1831 Music added to protected works often lags behind artistic practice. Photography, for example, was 1865 Photographs added to protected works invented in the 1820s, was in commercial use by about 1840, but 1870 Registration centralized in the Library of Congress wasn't incorporated in copyright law until 1865. 1909 General revision of the copyright law, including Copyright is the exclusive right coverage of some unpublished works to publish, reproduce and distrib­ ute copies, prepare derivatives, 1912 Motion pictures, previously registered as photo­ perform or display publicly, sell or graphs, added as a separate class of protected works license, control or disseminate a literary ur artistic work (Figure 2). 1947 Copyright law entered as US Code Title 17 Copyright applies to the expres­ sion or representation of an idea, 1953 Recording and performing rights extended to not the idea itself. A patent is nondramatic literary works granted for an invention or discov­ ery of a new and useful process or 1972 Limited copyright protection extended to sound machine, and pertains to a device recordings embodying a new idea (Black 1990; Mellinkoff 1992).2 Copyright law, 1976 General revision of the copyright law. Revisions as opposed to patent law, applies effective in 1978. This Act attempted to cover to multimedia works since the ongoing technology developments components of a new work (text, graphics, photos, video, sound) are 1988 Law explicitly includes idea from the courts (begun governed by copyright law, and in the 1950s) that copyright pertains to expression of since the kind of multimedia ideas, not ideas themselves product under discussion here is an artifact of ideas suitable for 1980s Escalating number of amendments and revisions to publication rather than a device or copyright law, dealing with issues including piracy process that would be patented. and counterfeiting, rent and lease of sound record­ In examining traditional ings, TV and satellite transmission cartographic interests, copyrights are more common than patents. A 1992 The Audio Home Recording Act o/1992 exempts video map produced by a non-govern­ and audio recording for private use from copyright ment organization or individual is infringement copyrighted under United States law.3 Some or all of the underly­ ing information may be public, but the unique representation can be copyrighted. It should be noted F1g11re 1: Selt·cted C!ta 11ges 111 Cop_11r1g!t t l.a;i•

2. Both copyrights and patents, plus trade secrets, are encompassed by intellectual property, "a catchall label for property that is recognized in works of the mind" (Mellinkoff 1992, 320- 321).

3. Data and documents produced by the US Government are in the public domain and are not copyrightable. Number 24, Spring 19% cartograplzic perspectives 15 designs are patented (Snyder 1993) and a patent was issued on Moellering and Kimerling's color slope-aspect display process applied to terrain modeling (Moellering and Kimerling 1990; Moellering and Kimerling 1994). Copyright, however, is the more prevalent issue. Duration of copyright; ownership and transfer. The earliest copyright protection extended for 14 vears with one 14-year renewal term. The duration of copyright has been revised nume~ous times and the term of a copyrighted work will vary depending on creation date, date first pub­ lished, and I or date registered. Works created on or after January 1, 1978 are copyrighted from the time of creation through the life of the author plus 50 years. Whether registered formally or not, some copyright protec­ tion begins when a work is created in fixed form. The Copyright Office, part of the Library of Congress, registers claims to copyright, that is, makes them part of the public record. It does not "grant" or "issue" copyrights (Library of Congress 1992). Initially, the author of a work holds the copyright. If the work is made by an employee, however, § 102. Subject matter of copyright: In general the employer owns the copyright (a) Copyright protection subsists, in accordance with this title, in (this differs for work performed by original works of authorship fixed in any tangible medium of an independent contractor). In the expression, now known or later developed, from which they can be academic venue, this may mean perceived, reproduced, or otherwise communicated, either directly that the academic institution has or with the aid of a machine or device. Works of authorship include rights to the work. If a publisher the following categories: serves as intermediary to the (1) literary works; marketplace, the author may be (2) musical works, including any accompanying words; required to assign copyright to the (3) dramatic works, including any accompanying music; publisher. Ownership of the (4) pantomimes and choreographic works; copyright is separate from owner­ (5) pictorial, graphic, and sculptural works; ship of the material object (Brinson (6) motion pictures and other audiovisual works; and Radcliffe 1994). (7) sound recordings; and Public access. User rights are (8) architectural works. expressed in the law as limitations (b) In no case does copyright protection for an original work of on the authors' rights. One authorship extend to any idea, procedure, process, system, method of example of user rights expressly operation, concept, principle, or discovery, regardless of the form in allowed in the law is loan of which it is described, explained, illustrated, or embodied in such copyrighted work for nonprofit work. purposes (Library of Congress 1993a). A major hedge designed in the § 103. Subject matter of copyright: Compilations law to benefit the public is the and derivative works doctrine of fair use. Fair use means a) The subject matter of copyright as specified by section 102 in­ that the work or copies of \.Vork cludes compilations and derivative works, but protection for a work can be used "for purposes such as employing preexisting material in which copyright subsists does not criticism, comment, news report­ extend to any part of the work in which such material has been used ing, teaching (including multiple unlawfully. copies for classroom use), scholar­ ship, or research" (Copyrights, 17 (b) The copyright in a compilation or derivative work extends only USCS §107 (1994]). Legitimate fair to the material contributed by the author of such work, as distin­ use is dependent on particular guished from the preexisting material employed in the work, and circumstances of an instance of does not imply any exclusive right in the preexisting material. The use. Stowe (1995) argues that fair copyright in such work is independent of, and does not affect or use rights are being eroded, and enlarge the scope, duration, ownership, or subsistence of, any that academics should be prin­ copyright protection in the preexisting material. cipled yet aggressive in their exercise of fair use rights. 16 cartographic perspectives '.'lumber 24, Spring 1996

Fair use is a fluid mix of the copyright owner's legal rights and eco­ nomic interests (would the new use adversely affect the copyright holder's market?), the nature of the new use, and the relative amount of original work proposed for new use (there is no allowable smallest unit of copy­ right-free borrowing). Note, also, that fair use is not necessarily free use. Author control; copyright registration process. Copyright law pro­ vides several benefits to an author. The registration process enables others to locate a copyright holder. The law also establishes author rights in the courts. The Copyright Office facilitates registration so that it is easier for others to locate authors and obtain permissions for use, but it is the courts that provide author protection. An author's rights are protected An author's rights are protected even without visible notification on the even without visible notification work,4 but an obvious claim of authorship makes for a stronger claim in on the work, but an obvious court. Claims may be substantiated with visible notification and without claim of authorship makes for a formal registration but are more substantial if the work is registered with the Copyright Office. Registration is required before a claim can be filed stronger claim in court. in court (Brinson and Radcliffe 1994). Copyright registration requires submitting a fee, registration form, an

COPYRIGHT LAW APPLIED Registering a multimedia work. The primary format of the multimedia TO MULTIMEDIA work (such as a print, audiovisual product, phonorecord, or machine­ readable copy) dictates the form of registration. One registration covers all copyrightable elements of a multimedia work so long as the person claiming copyright is the same for each element (Library of Congress 1992). The last major revision to copyright law was written to accommodate future forms of creative products. The Copyright Office, however, currently cannot examine materials on all kinds of digital media. If the work is on CD-ROM it is submissable in that form. It is possible to submit work on videotape, supplemented by hard copy (Vankevich 1995). The prevailing stance is that the multimedia work must be converted into a "kit" of conventional components-scripts, outlines, photos, hard copy text, audiotape or audiodisk, and printed copy of computer-program source code. This would include components that have non-copyrightable parts such as materials obtained in the public domain or copyrighted materials used by permission. Where the work encompasses change-a part of work where the next displays are dependent on user action-a sample illustrative sequence of stills is submitted. One complete multime­ dia kit is deposited (Library of Congress 1992; Vankevich 1995). For example, a short multimedia work including a modest assembly of media would be prepared for copyright registration as follows:

f Background texture that is original art, used throughout the presenta­ tion - submit color hard copy

f Original text - submit printed copy of each frame

f Maps based on US Bureau of the Census and Department of Agriculture data - include in registration kit, but explain on the registration form the source of the base map, and that the base data is in the public domain Number 24, Spring 1996 cartographic perspectives 17

f Photos with implicit copyright, used with photographer's permission, combined in displays with original art and text - include full image, explain on the registration form that photos are pre-existing material for which the author is not claiming copyright

f Short routine written in Macromedia Director's scripting language, Lingo, to capture user comments input as text - send printout of Lingo script

Some suggestions that could ease compliance with copyright registration of a multimedia work are provided below. Source materials. From the outset in designing and assembling a From the outset in designing multimedia work, if others' copyrighted material is included in the work, the author should keep source records. If the status of work under and assembling a multimedia development changes from private to commercial, or the work is distrib­ work ... the author should keep uted (published according to the Copyright Office),-5 the author will need source records. to review previously-obtained copyright permissions. Allowable uses and fees change as the work changes from private lo commercial distribution. Clip art (conunercially-available collections of graphic components intended for re-use), for instance, may include tiered permissions: the purchase price of a clip-art CD-ROM may grant personal use but use for distribution or profit as part of a multimedia work will require additional licensing and payment. Maps as creative content. Maps and charts were awarded early coverage under US copyright law. Still, ambiguities persist, as sparsely evidenced in the cartography literature concerned with copyright issues. Cerny (1978) argued that US courts did not provide enough copyright protection to maps. By viewing maps as mere compilations of data from multiple sources, rather than appreciating the selection, generalization, and other cartographic transformations that add up to the look of a map, the courts confused original information with original expression of that information, the latter the proper object of copyright protection. Robinson et al. (1995, 444) indicate that the courts have come around to Cerny's point of view, such that copyright now applies to most maps and they instruct students about obtaining permission to reproduce other's "picto­ rial graphic expressions" or "selection, coordination, or arrangement" of facts. Andrews (McHaffie, Andrews, and Dobson 1990, 9) prescribes that "Cartography instructors should ... take the responsibility of teaching their students about the ethical issues involving map copyright."6 Dob­ son, in the same article, diagnoses copyright as "the single greatest ethical problem" in the cartography industry, where commercial cartographers are victims of copyright infringement (McHaffie, Andrews, and Dobson 1990, 5).

-!. The usual notification is©, date, and author name.

5. The Copyright Office defines publication very broadly, as offering copies by sale, rental, lease, or lending, where the intent is to further distribute, publicly perform, or publicly display the work (library of Congress 1993a). Handing out one or two copies can constitute publication, unless the author makes it clear to the recipients that further distribution is not allowed (Strong 1993).

6. Cartographic Perspectives in 1990 reflected a flurry of interest in copyright. In addition to McHaffie, Andrews, and Dobson (1990), Gersmehl (1990) included copyright and clearance in a glossary of map-animation terms, and Loy (1990-91) indicated how copyright issues can be handled with clients of a cartography lab. 18 cartograplzic paspecti11cs :-.lumber 2.J, Spring 19%

Maps are like other creative content because what is copyrighted is the graphic representation and not the underlying information. Maps are different than other creative content because even a copyrighted map is Maps are like other creative compiled, at least in part, from maps or data in the public domain. A content because what is copy­ new, copyrightable map can be compiled from several different sources, applying creativity in generalization and symbolization (Monmonier righted is the graphic 1993). Compilation of maps on CD-ROM and the Internet are subject to representation and not the the same copyright issues as printed maps, although the issues are greatly underlying information. exacerbated by the ease of copying when in digital form. Like printed maps, such sources are likely to be a mix of public information and creative re-expression of the non-copyrightable sources. Other creative content. Each of the contributing media industries­ publishing, photography, movies, music-has their own established copyright procedures for controlling use of creative products. A media­ specific clearing house acts as advocate for content producers, collects revenue for each use, and attempts to limit the number and use of copies. For example, the music industry has service agreements managed by Broadcast Music Inc. (BMI) and the American Sociely of Composers, Authors, and Publishers (ASCAP) that limit where and how music will be performed.7 Obtaining rights to all source materials on a media-by-media basis requires knowledge of a variety of these industry-specific proce­ dures. Alternatives more congenial to the multimedia authors are appearing. Some clearing houses now represent work from many media. Stock-film and stock-photo agencies, which in the past had standard use fees, now may charge fees on a variable scale, taking into account the relative role of any single component in a multimedia work. Aids to ease copyright compliance, particularly for digital resources, are being developed. "Publishers Depot" is an on-line service with a searchable database of images. Once an image is selected, rights can be acquired on-line and publication-quality digital images downloaded over the Internet. "NetRights" provides the means through sofhvare for customers to preview source materials, track sources, obtain rights, and properly attribute source materials (Weiss 1995; Picture Network Interna­ tional ltd. 1996; NetRights 1996). An alternative to the pursuit of permissions to use copyrighted materi­ als is to use public-domain materials. The author needs, however, to be Implied consent cannot be confident about the legitimacy of source materials. Implied consent assumed sirnply because the cannot be assumed simply because the copyright notice is absent. If one is unsure of the status of materials in traditional media they should consult copyright notice is absent. the Catalog of Copyright E11tries (Library of Congress 1906-); or the Copy­ right Office will perform a search of its records at $20 per hour. Whether materials are or are not in the public domain remains a sensitive issue for material obtained from the Internet. Another alternative to obtaining permissions is affordable replacement, which means creating original material that makes an impression like a similar, copyrighted source. With caution, ideas may be borrowed; the artifact not the idea is copyrighted. Some material is free for use because it is not copyrightable. Material not subject to copyright includes words and short phrases, blank forms,

7. Permission to perform is not the same as permission for use in multimedia work. For that, another kind of license is needed, obtained from other sources (see Brinson and Radcliffe 1994; Weiss 1995). Number 24, Spring 1996 cartographic perspectives 19 and works consisting entirely of information that is common property. Names of products, slogans,8 titles of works, and pseudonyms are examples of words and short phrases that cannot be copyrighted. Bank checks and scorecards are examples of blank forms. Calendars, schedules of events, and tables taken from public documents or other common sources are examples of common-property information (Library of Con­ gress 1993b, 1994).

Unresolved single-media copyright issues carry over to multimedia. For UNRESOLVED ISSUES OF example, easy electronic copying of sound and graphic media came about COPYRIGHT AND MULTIMEDIA vvith widespread use of cassette tape recorders and photocopiers respec­ tively, well in advance of multimedia. In the cartography literature Davies (1982) expressed concern with who can and will control reproduc­ tion of copyrighted maps in an era of easy copying. More generally, in the latest extension of easy electronic copying, it has been succinctly noted that "The Internet is the world's biggest copy machine" (Peters 1995, 59). New copyright issues accrue as well in multimedia production. First, the variety of materials employed define multimedia. The sheer volume of material needed for an effective multimedia presentation can consume time and money in obtaining permissions to the extent that it is dourly predicted," ... the success or failure of multimedia may be driven less by technology than by the economics of authoring" (Adam 1993, 31).9 A second new copyright issue, and one more distinctly associated with multimedia, is its reliance on interaction-ability to be changed-for its claim to effectiveness. Together, variety and changeability can make copyright registration and protection of a multimedia work problematic. Together, variety and change­ Copyright and change-multiple meanings. Change challenges copyright law interpretation. Current copyright law attempts to account ability can make copyright for change that occurs at a point in time between two fixed, definable registration and protection of a states. In one meaning, change may shift the fixed form of information multimedia work problematic. from the public domain to the private sector and to copyrighted status.JO This happened in the case of satellite imagery when the Landsat program shifted from government to private management in 1985. Another kind of public-to-private shift is illustrated with Bureau of the Census TIGER files: they remain in the public domain, but are obtained at little cost, enhanced, copyrighted, and sold as a value-added product by commercial entities.11 Even a representative of a private-sector venture that produces such value-added products, however, is hard pressed to define where public data ends and Pnlue-ndded begins. A fairly clear instance of value-added product is the combination of two public-domain data sets, e.g., census boundaries and zip codes. The result may be copyrighted. Less clear is application of expertise to simply translate government data into a more palatable form, perhaps by geographic or thematic segmentation, or otherwise making parts of the data set more user-friendly without further enhancement Geppesen 1995).

8. Some product names, mottoes, or slogans may be registered as trademarks and subject to trademark laws, whkh protect an owner's right to use a character in connection with goods or services. If another use does not cause confusion among consumers. the trademark may be usable-but dilution laws may, then, provide protection (Brinson and Radcliffe 1994).

9. A CD-ROM project with some 500 items to clear may cost $200,000 to 5275,000 (Weiss 1995).

10. We also can theorize a change from private copyright to public domain-upon expiration of a copyright-but with the term of copyright on a newly-created work lasting about 75 years, this theorizing is not very helpful in legitimately obtaining resources for use in multimedia work.

11. \'\'hile such enhanced data are readily a\•ailable from libraries, the scope and cost of legitimate re-use beyond fair use is unresolved. Explicit permission from the vendor for use of such materials in a published or commercial work is suggested (Lamont 1995). 20 cartograplzic perspectives Number 24, Spring 19%

In another meaning of change, consider the case of substantial alter­ ation of existing work. If a copyrighted work is altered substantially, the user may not be infringing on the original author's rights. A key to copyright infringement is whether the original work is recognizable. Like fair use, this is laden with circumstantial considerations. Change and multimedia. The examples above are variants on change that already have precedent in copyright history. A third meaning of change, and a significant copyright issue for multimedia, is how the law can accommodate interactive capability and the results of interaction, that The fixed state is, however, is, change to the multimedia work itself. Copyright currently pertains to a problematic with interactive work in fixed form. A work can be registered for copyright only when in multimedia designed to change tangible, fixed form. The fixed state is, however, problematic with interac­ with each use. tive multimedia designed to change with each use. The copyright office advises the author to refile the copyright when he or she has changed the work "enough." With multimedia, when is a change enough? The latest (1992) version of Copyright Office Circular 55, Copyright Registration for Multimedia Works, lists ten hypothetical multimedia prod­ ucts and suggested depository materials. Only one of the examples includes interactive capability (more typical examples of multimedia deposits are slides-plus-booklet, or manuals-plus-identifying material for a computer program). A key element of multimedia, however, is that the user interacts with, and changes, the information and form of presenta­ tion. The current official approach to this changeable nature of multime­ dia is to declare that multimedia works are like video games, whose "fixed" nature has already been settled in court (Information Infrastruc­ ture Task Force 1995). Within the definition of copyright, an author holds the right to prepare derivatives of his or her original work. If user-induced change is one of the author's design goals, where does the author's right to the benefit from derivatives intersect with a user's right to claim creation of a new work based on substantive change to the author's work?

RELEVANCE OF COPYRIGHT Some copyright topics can be discussed with relative certainty- as in the case of copyright practices that have accrued around conventional media. Ambiguities become apparent, however, even in copyright basics, and they are intensified when considering copyright for multimedia. The current broad debate questions whether copyright law is even relevant anymore. Opinions expressed cover the gamut of positions on whether current copyright law is sufficient as is, needs reinterpretation, needs to be completely rewritten, or is completely hopeless in meeting the needs of multimedia authors (Samuelson 1994). The conservative economic view of copyright law is that the law is necessary to promote the dissemination of creative work. The recent report from the President's Information Infrastructure Task Force (IITF) Working Group on Intellectual Property Rights says that without legal protection intellectual property owners will not make their works available to the public. Legal protection of intellec­ tual property owners is necessary for "customers" (the public) to benefit from new technology. The Working Group advocates clarification and adaptation of existing law. For instance, the term "copies," explicitly defined in current copyright law, should be retained but simply be more broadly defined to include electronic transmissions (IITF 1995). At the other extreme to the IlTF's conventional, institutional approach is Barlow (1994), who believes that copyright law is useless and that the market alone will protect-read economically reward-authors. Number 24, Spring 1996 cartographic perspectives 21

Samuelson (1995, 17) notes that "copyright is a social construct ... that should be tailored to achieve the purposes we have for it." Rights protected by copyright law cover economic gain or loss, but also have a moral component. It may be true that "laws ratify already-developed social consensus" (Barlow 1994, 88). Indeed, this seems to be borne out by the example of private taping of music and movies. Daly (1990) noted the ubiquitous occurrence of home taping in 1990. Today such copying often is legal under the Audio Home Recording Act of 1992 (17 USCS §1001 [1994]). 12 Does the author desire copyright protection? Desirable is a personal philosophy that embraces both an economic and moral stance. Economic gain is not a big impetus in academic work. As Samuelson (1995, 110) expresses it, "Most authors of scholarly materials want the 'mind-share' arising from free access to their work." An author may choose to distrib­ ute copies of his or her own work freely or parsimoniously. The ethical issue arises, however, when distributed work includes the work of others-text, graphics, photos, video, or sound included in the multimedia compilation. To reiterate the economic/ moral duality of copyright compliance, note that, while it takes time and money to legitimately obtain copyrighted material for multimedia use, current social mores tacitly allow copyright infringement, so speedy and cheap resources are at hand for many uses, including multimedia. The multimedia author chooses whether to comply with copyright laws in an attempt to respect other authors and to secure ownership for their own product, or to use and distribute work freely regardless of explicit or implicit ownership. Ultimately, we as authors decide a comfort level in using what is available and in the extent to which we disseminate our own work.

The value of copyright may be expressed either as protection accrued to a CONCLUSION copyright owner, or as the ready availability of creative sources to a wide audience. It may be perceived as protecting-or curbing-economic and ethical rights to creative work. Authors and artists working in conven­ tional media are confronted by these dualities of copyright law. In multimedia (by definition a form of publication that is varied in resources and is resource-intense), single-media copyright issues are already com­ Copyright issues will increase pounded. Copyright issues will increase in complexity and ambiguity as in complexity and ambiguity as experience, imagination, and technology allow authors to exploit fully the experience, imagination, and capabilities of multimedia for interaction and change. technology allow authors to By no means is the information presented in this paper to be construed exploit fully the capabilities of as legal advice;13 rather, it is offered because cartographers should understand copyright law and practices as a base for choosing a reason­ multimedia for interaction able level of risk when assembling creative resources for a multimedia and change. work. Familiarity with the law also allows the author to choose the level of control over distribution of his or her own work. Further, such aware­ ness allows cartographers to take a position in the broad copyright debates.

12. The home-videotaping decision is based on copying for noncommercial, time-shifting purposes, so doesn't extend to use in multimedia work (Brinson and Radcliffe 1994).

13. The author, a Ph.D. candidate in geography with academic aspirations, notes that intellectual property lawyer currently is one of the topten career fields, while college professor is one of the ten "career fields to dump" (Kelly 1996, A 1). 22 cartographic perspcctiPes Number 24, Spring 19%

REFERENCES Adam, John A. 1993. interactive Multimedia Applications, Implications. IEEE Spectrum 30(3):24-31. Andrews, Sona Karentz. 1994. Creating interactive media on CD-ROM. Cartographic Perspectives 19:31-37. Andrews, Sona Karentz, and David W. Tilton. 1993. How multimedia and hypermedia are changing the look of maps. Proceedings, Auto-Carto 11, Minneapolis: 348-366. Barlow, John Perry. 1994. The economy of ideas: A framework for rethinking patents and copyrights in the digital age. Wired 2(3):85-90, 126-129. Black, Henry Campbell. 1990. Black's Law Dictionary. Sixth ed. St. Paul: West Publishing Co. Brinson, Dianne J., and Mark F. Radcliffe. 1994. Multimedia Law Handbook: A Practical Guide for Developers and Publishers. Menlo Park, CA: Ladera Press. Cerny, James W. 1978. Awareness of maps as objects for copyright. The American Cartographer 5(1 ):45-56. Copyright Clearance Center. 1996. Http: / / www.copyright.com. Daly, James. 1990. Multimedia: A royal(ty) mess. Computer World 24(29):43 and 47. Davies, John . 1982. Copyright and the electronic map. The Cartographic journal 19(2):135-136. DiBiase, David. 1994. Designing animated maps for a multimedia encyclope­ dia. Cartographic Perspectives 19:3-7. Gersmehl, Philip J. 1990. Choosing tools: Nine metaphors of four-dimen­ sional cartography. Cartographic Perspectives 5:3-16. Information Infrastructure Task Force, Working Group on Intellectual Prop­ erty Rights. 1995. Report on Intellectual Property and the National Info rma­ tion Infrastructure (September). Http:/ / www.uspto.gov/web / ipnii /. Jeppesen, Lu. 1995. GIS Manager, Bamberg-Handley Inc. Telephone conver­ sation, September 6. Kelly, Katy. 1996. Future jobs to bank on: Therapists, not tellers. USA Today April 11. Koussoulakou, Alexandra. 1994. Spatial-temporal Analysis of Urban Air Pollution. In Vis11alizatio11 in Modern Cartography, ed. A. M. MacEachren and D. R. F. Taylor. Tarrytown, NY: Elsevier Science Inc. Krygier, John B., Catherine Reeves, Jason Cupp, and David DiBiase. 1995. Multimedia in geographic education: Design, implementation, and evaluation of multimedia resources for geography and earth science education (draft paper). Http: I I www.gis. psu.ed u I earth2 I e2jbkpaper.html. Lamont, Melissa, 1995. Map Librarian, The Pennsylvania State University, University Park PA. Personal communication April 26. Library of Congress, Copyright Office. 1906-. Catalog of Copyright Entries. Washington, DC: Government Printing Office. Library of Congress, Copyright Office. 1977. Circular la, The Copyright Office. Washington, DC: Government Printing Office. Library of Congress, Copyright Office. 1992. Circular 55, Copyright Registra­ tio11 for Multimedia Works. Washington, DC: Government Printing Office. Library of Congress, Copyright Office, 1993a. Circular 92, Copyright Law of the United States of America. Washington, DC: Government Printing Office. Number 24, Spring 19% cartograpllic perspectives 23

Library of Congress, Copyright Office. 1993b. Circular 96, Material Not Subject to Copyright. Washington, DC: Government Printing Office. Library of Congress, Copyright Office. 1994. Circular 34, Copyright Protection Not APailable for Names, Titles, or Short Phrases. Washington, DC: Government Printing Office. Loy, William G. 1990-91. Sample cartography lab statement. Cartographic Perspectives 8:12-13. Loy, William G. and G. H. Searl. 1995. ExplOrego11 (CO-ROM). Portland, OR: Pierian Spring Software. McHaffie, Patrick, Sona Karentz Andrews, and Michael Dobson. 1990. Ethical problems in cartography. Cartographic Perspectives 7:3-13. Mellinkoff, David. 1992. Mellinkoff s Dictionary of American Legal Usage. St. Paul: West Publishing Co. Moellering, Harold, and A. Jon Kimerling. 1990. A new digital slope-aspect display process. Cartography and Geographic l11formatio11Systems17(2):15 1-159. Moellering, Harold, and A. Jon Kimerling, assignors to The Ohio State University. 1994. Continuous Hierarchical Slope-Aspect Color Display for Parametric Surfaces. Patent No. 5,283,858, February 1. Monmonier, Mark. 1993. Mapping It Out. Chicago: The University of Chicago Press. NetRights. 1996. Http:/ /www.netrights.com. Peters, Marybeth, 1995. Quoted in Vic Sussman, "Policing cyberspace." U. S. News & World Report January 23, 55-60. Picture Network fnternational, Ltd. 1996. Http: / /www.publishersdepot.com.

Robinson, Arthur H., Joel L. Morrison, Phillip C. Muehrcke, A. Jon Kimerling, and Stephen C. Guptill. 1995. Elements of Cartography. Sixth ed. New York: John Wi ley & Sons, Inc. Samuelson, Pamela. 1994. The NII intellectual property report. Comm1111ica­ tio11s of tile ACM 17(12):21-27. Samuelson, Pamela. 1995. Copyright and digital libraries. Com1111111icatio11s of the ACM 18(3):15-21, 110. Shiffer, M. 1993. Augmenting geographic information with collaborative multimedia technologies. Proceedings A11to-Carto 11, Minneapolis: 367-376. Snyder, John P. 1993. Flatte11i11g the Earth: Two Tho11sa11d Years of Map Projec­ ti011s. Chicago: The University of Chicago Press. Stowe, David W. 1995. f 11st do it: How to beat the copyright racket. Lingua Franca 6(1):32-42. Strong, William S. 1993. Tile Copyright Book: A Practical G11ide. Fourth ed. Cambridge, MA: The MIT Press. Vankevich, Peter. 1995. Section Head, Public Information, Copyright Office. Telephone conversations September 26, 28, 29 and October 2. Weiss, Jiri. 1995. Digital copyright: Who owns what? NewMedia September, 38-43.

Thanks to Cindy Brewer and participants in the spring 1995 seminar at Penn ACKNOWLEDGMENTS State, "In teractive Multimedia in Geography;" Alan MacEachren; Bill Loy; Dennis Mclendon of Chicago CartoGraphics; Libby Wentz; and CP's anony­ mous reviewers. All offered helpful comments and suggestions. ::J 24 cartogmpl1ic perspectives Number 24, Spring 19%

condition of the discipline and THE WORLD WIDE WEB cartography bulletin board possible future directions, Michael Goodchild from the University of The World Wide Web is no longer California, Santa Barbara spoke on a novelty or a computer network GIS, and Eric Sheppard from the that has limited use or application. CARTOGRAPHY AT THE 1996 University of Minnesota concluded NACIS soon hopes to establish a ASSOCIATION OF AMERICAN the session with observations on home page to disseminate infor­ GEOGRAPHERS MEETfNG both cartography and GIS. mation to members and others in ln reviewing the abstracts of the cartographic community. Of papers presented at the meeting, it the 15 workshops held at the AAG by Jim A11derso11, Director was interesting to note some of the meeting, eight were related to Florida Resources & Environmental keywords that authors selected cartography and two of those dealt Analysis Center from their abstracts. The word with the world wide web. Florida State University "cartography" was used alone 21 Cartography labs are involved times and also as cartographic in the design and maintenance of The 92nd Annual Meeting of the education, cartography-historical, web pages as well as the use of Association of American Geogra­ cartography-automated, cartogra­ other sites for their production phers recently concluded in phy-cognitive, cartography-color, activities. Several sites arc avail­ Charlotte, North Carolina. There cartography-design history, able that might be of interest to were 13 sessions sponsored by the cartography-education, cartogra­ cartographers. Jeremy Crampton Cartography Specialty Group, 10 phy-history, cartography-map maintains an excellent site at sessions by the Geographic Infor­ legends, cartography-multimedia, George Mason University titled mation Systems Specialty Group, cartography-production, cartogra­ Cartography Resources (http: I I and 16 other sessions with some phy-reliability representation, geog.gmu.edu/ gess/jwc/ reference to cartography or GIS in cartography-visualization, com­ cartogrefs.html) which provides their title. Session topics covered a puter cartography, history of links to numerous public and wide range of cartography related cartography, telecartography, and private cartography related sites. topics including History of Cartog­ therapeutic cartography. The AAG Cartography Specialty raphy, Teaching of Cartography, The word "map" appeared in Group can be found at http:/ I Spatial Cognition, Multimedia many forms: cartography-map everest.hunter.cuny.edu I csg/ Cartography, Map Use, and Atlas legends, children's mapping, csg.htrnl. Projects. cognitive maps, difference map­ Most government agencies are In addition to formal paper ping, early maps, ecosystem now represented on the Web. sessions, there were 8 workshops mapping, expertise-map reading, Some of interest to cartographers with a cartographic theme: Hands­ feng-shui maps, map making, map include: U.S. Geological Survey on Overview of the World Wide reading, map reading skill, map (http:/ /www.usgs.gov), U.S. Web, Introduction to GPS for GIS scale, map tasks, map use, map­ Geological Survey Earth Science Data Capture, Arc View for Geo­ reading, mapping, mapping in Information Center (http:/ /www­ graphic and GIS Education, culture, mapping technology, nrnd. us gs.gov I esic I esic.htrnl ), Mapping with the Macintosh maps, maps-ethnographi.c, outline NOAA (http:/ /www.noaa.gov), Computer, Map Design Produc­ maps, risk map, tactile maps, NASA (http: / /www.nasa.gov), tion with CorelDraw, How to thematic mapping, topographic Bureau of the Census (http: I I Teach GIS Using Mapitude, maps, transmittable map, vegeta­ www.census.gov), and U.S. Fish Electronic Atlas of New Hamp­ tion mapping, and weather maps. and Wildlife Service National shire and Vermont: A Teaching The varied topics suggested by Wetlands Inventory (http:/ I Tool, and Cartography and the these keywords demonstrates not enterprise.nwi.fws.gov). 0 World Wide Web. Scheduled only that cartography is alive and poster sessions also provided the well, but that there are numerous opportunity for several carto­ research and production opportu­ graphic presentations. nities available. Next year's An overflow crowd attended meeting of the AAG will be held in the Presidential Plenary Session Ft. Worth on April 1-5, 1997. titled "Has GIS Killed Cartogra­ Contact the AAG ([email protected]) phy?" NACIS member Alan or the Cartography Specialty MacEachren from Penn State Group of the AAG if you are University gave his views on the interested in participating. Number 24, Spring 1996 cartographic perspectives 25

on the Marcive tapes which are ies). Easy-to-use, popular map­ map library bulletin board loaded in the on-line catalog). A ping programs available to patrons L__ project to catalog the older maps is from two terminals include about halfway complete. The StreetAtlas with MapExpert, cataloging project also involves Global Explorer, and Centennia. MAPS AT DUKE UNIVERSITY checking and updating the shelf­ Users come from a wide range of list (previously the only way to Duke departments, as well as from by Margaret Brill find maps which are not in major the general public. The librarian Refem1ce Librarian series) and the card catalog also acts as a liaison with depart­ Perki11s Library, Duke University includes shelf-list and subject ments who maintain GISs. cards. All maps not in major series You are invited to visit the Maps are assigned Library of Congress Homepage (part of the Perkins The mission of the Map Collection call numbers despite the fact that Library web pages) at http: / I in the Perkins Library is to support Duke is a Dewey library. www .lib.duke.edu I pd mt/ the programs and research at The Collection's strengths are maps.html. Duke, a private research univer­ in OMA maps from World War II, sity. The Map Collection is part of North Carolina, and the Canadian the Public Documents and Maps depository map collection. Rare Department. As such, it is open and antique maps are housed in most evenings and weekends­ the Special Collections Library. something which would not be Map purchase priorities are given UNIVERSITY OF VIRGINIA possible if the maps were housed to the research and instructional GEOGRAPHIC INFORMATION separately. The entire staff of the focus of the Duke facu lty. Since CENTER: Public Documents and Maps team there is no other map collection on THE FIRST YEAR has been trained to provide map campus, the Collection is heavily reference service, and when unable use by the Geology Department by De11ise Stephens to answer a question, they refer it and School of the Environment. Geographic l11formatio11 Coordi11ator to the map specialists. Staff who With no geography department, University of Virginia Library work primarily with maps include the map collection has been a Librarian (currently a vacant described as the "geographical position), a half-time Library presence at Duke" and the map The Geographic Information Assistant, and two student assis­ librarian regularly teaches class Center at the University of Vir­ tants. Most of the maps, such as sessions on the use of maps at the ginia seeks to encourage greater the United States Geological invitation of faculty. awareness and broader utilization Survey series, are acquired The Collection's computer of GIS and related spatial tools through the Depository Library mapping dates back several years among the Library's clientele. The Program, however, there is also an to the distribution of the TIGER Center (GIC) was created in the annual budget of over $3,000 to Files on CD-ROM and it provides spring of 1995 by merging of the purchase maps and reference patrons with the ability to combine Library's GIS Laboratory and its books. An Area Studies funds is the Census maps with the data Maps Collection. GIC has begun also used to purchase maps. from the 1990 Census CD-ROMs to an ambitious program of service The Collection houses 126,000 produce demographic maps. This integration, resource-building, and paper maps. Space is at a pre­ project has been very successful outreach to facilitate its objective: mium-a medium-sized collection and uses Maplnfo software to To make spatially-driven technol­ has been fitted into a room more produce the maps and a conver­ ogy and information as accessible appropriate for a small-sized one. sion program to convert the TIGER and as useful as possible, regard­ However, due to a careful arrange­ Files to Maplnfo format. The less of format. In its initial year, ment of the map cases and no terminal is accessible to the public, the Center has already begun to wasted space, the Collection is not and training is available by see the positive results of its cramped. The major constraint appointment. The menu provides 'holistic' approach to service. caused by lack of space is that access to some ready-to-use local While the environmental sciences there is no room for the piles of maps. Over the years, more once dominated the GIS maps \.vaiting to be put away and/ products have been added to the laboratory's user group profile, the or processed. As a result, all new system, notably ArcView, thanks new GIC has experienced growing maps are cataloged immediately to the ARL GIS Literacy Project interest and use generally from the (the depository maps are included (Association of Research Librar- social sciences, as well as from the 26 cartograplzic perspecti11es Number 24, Spring 19% professional schools and the developed in-house by Jab assis­ maps.html). Perhaps most benefi­ humanities. tants) has reduced the staff time cial has been the full integration of The previous GIS Laboratory committed to coverage generation the Center's resources into the was a successful service point for and has increased the time avail­ Library bibliographic catalog. those Librnry users knowledgeable able to mediate the table-linking Data, image, and software records in UNIX and full GIS packages and related tasks involved in most are treated as all other library (Arclnfo and Grass). Having user applications. resources. Also, custom maps and eliminated its Geography depart­ The introduction of Internet/ other information produced by the ment, the University had no single World Wide Web services has Center for its World Wide Web lab capable of supporting the greatly aided in the delivery service pages are cataloged and exploding interest in GIS. The spatial information to remote accessible in the same manner as Library site provided both a Library users. The Virginia Atlas traditional library resources. Thus, rapidly automating facility and a Project is the Center's primary whether looking for a paper map central location. Its proximity to initiative designed to integrate GIS of Virginia, the digital orthophoto the Map Collection and Govern­ technology and the growing of Washington, D.C., or an original ment Information division pro­ wealth of public-domain spatial map showing Virginia demo­ vided rich source material for information into Library services graphic variables, a researcher students and others who where (http: I I viva.lib.virginia.edu:gic I browsing the electronic catalog comfortable utilizing the resources vatlas.html). Census Bureau \ovill be directed to the Geographic available. Advanced researchers TIGER data (basemap coverage of Information Center. and faculty had also begun to the U.S. in county units) is hardly Building a library of ready-to­ approach the lab to assist in their useful to most Library clientele in use spatial resources is another projects. In addition, the lab's its raw form. By tapping the skills element in GIC's service strategy. close relationship with the of talented lab assistants, GIC has Currently, the vast amount of University's GIS community as a created WWW-based, custom public-domain spatial data avail­ teaching site made available a rich county mapping using the same able in the Center are still in raw pool of well-trained assistants data, while requiring no technical format and is generally not useful eager to acquire marketable expertise of users. to mainstream library users. experience. In the new configura­ The Virginia County Interactive Converting these materials into tion, GIC has retained its close Mapper (http: I I ptolemy.gis. useful, generally accessible infor­ working relationship with faculty virginia.edu:1080/ tiger.html) has mation is a high priority in the who teach GIS and it is still the site enjoyed a successful year. A support of a growing user group. for laboratory-based GIS courses. project initiated under the previ­ Developing original state-level The Center has also moved to ous GIS lab, the Mapper is now coverages and the large-scale serve a more diverse user group by one of several Virginia Atlas digitizing of historic, public enhancing its U IX-based services Project services. Another WWW­ domain mapping is under way. In with a robust PC service configu­ based service provided is the the mean time, and to support ration and the building of a Virginia GNIS (Geographic Names emerging PC- based services, CIC functional spatial data library. Information System). A subset of is locating and acquiring commer­ Like its five sister Library the national GNIS database for cial spatial data compatible with electronic centers, GIC is commit­ Virginia locations have been its desktop software packages to ted to integrating non-traditional marked up using SGML and made support the occasional map-maker. services into the mainstream of fully searchable via an easy-to-use A library of manuals and how-to service activities. Thus, the Center interface. The resulting geo­ guides is growing quickly, as a has chosen to democratize access graphic reference data may then be larger number of users are curious to GIS technology by placing less illustrated with original reference to try their hands at the technol­ emphasis on it as a highly special­ graphics (http: I I viva.lib. ogy. Finally, GIC staff provide ized system. The introduction of virginia.edu:gic/ VA_locator I mediation where needed. It has additional personal computers and locator.html) In addition, a selec­ been somewhat surprising that a a variety of more approachable tion of more than 50 original map significant number of persons with PC-based viewing/mapping images depicting various 1990 some degree of experience have software has lessened the initial Census social and economic come into the Center ready to do hesitation evident in most first­ variables for Virginia have been work. time Center users. The acquisition made available in the Virginia Outreach had been major factor of ready-to-use spatial coverages Digital Map Library (http: I I in the Center's growth during its (either purchased commercially, or viva. lib. virginia.edu:gic/ first year. To further its goal of Number 24, Spring 1996 cartogmplric perspectives 27 integrating CIS-related technology additional map layers and more and spatial resources into the total regional coverages for use by reviews library service environment, remote browsers. GIC has also educating the Library community begun work on the Historic Map is crucial. CIC participates in the component of the existing Virginia library's User Education Program, Digital Map Library. A key BOOK REVIEW providing short courses on the objective in the coming year is the potential appli cations of spatial full integration of our existing How Maps Work: Representation, operations in the Social Sciences WWW resources with more Visualizatio11, and Design and the Humanities. The visibility interactive search, retrieval, and Alan M. MacEachren. New York: of the Center in the library's display capabilities. Flexibility The Guilford Press, 1995. 526 promotional activities has also and creativity will certainly be key pages, 221 maps and illustrations, helped to educate potential users. elements in the Center's future bibliography, author index, subject Descriptive articles in the library service activities. Rapidly chang­ index. $42.00, hardbound. (ISBN 0- newsletter, as well as guest lec­ ing, more intuitive, technology and 89862-589-0). tures in key academic departments the continued growth of both about GIC's services and resources public-domain, and value-added Reviewed by Elisabeth S. Nelson have had quickly-realized benefits. commercial source material will Depnrt111e11 t of Geography Many new users in the last year likely make spatial resources, San Diego State University have heard about the Center in services, and technology generally their class setting. Finally, the expected by library users. Our If you are searching for a detailed participation of CIC in regional challenge is to define our role with guide to contemporary carto­ consortia and in the University's ambition, while maintaining graphic research issues, How Maps CIS user group activities has consistent, quality service to the Work is the book you need. This helped maintain its status as a key University community. ::l encyclopedic volume covers many player in shaping the future of the major ideas currently being development of GIS technology examined by academic cartogra­ and resource delivery at the phers. The goal of the book, as University of Virginia. stated by MacEachren, is to The first year for the Center has provide.a basis from which been quite successful. Use of CIC cartographers might begin to build resources and services has clearly an understanding of how maps diversified. Historians, archaeolo­ Cartographic work. As he clearly points out in gists, political scientists, and other the preface "Understanding how social sciences scholars nm.v Perspectives Back Issues and why maps work (or do not comprise the largest user group. work) as representations in their Humanities scholars, particularly own right and as prompts to The first issue of Cartographic in English, have also grown in further representations, and what Perspectives was published in number and have produced it means for a map to work, are March 1989. Back issues (for all several imaginative GIS applica­ critical issues as we embark on a issues) are available at a cost of tions. visual information age" (p. v). $20 per issue ($10 for members). The best indicator of the To accomplish this daunting Please specify the issue numbers program's achievement in its task, MacEachren has constructed (1-23) when ordering. Make initial year is the general increase a view of spatial representations checks or purchase orders payable in geo-information resource that consists of multiple levels and to NACIS. Send your back issue utilization. A clear demand for has organized his book around this requests to: desktop resources has required the structure. How Maps Work consists addition of more personal comput­ of three main sections: How NACIS ers. Simultaneously, browsing and Mea11i11g is Derived from Maps, How c/ o AGS Collection circulation of paper maps has Maps are /111/!u ed with Meaning, and PO Box399 significantly increased over How Maps are Used: Applicatio11s in Milwaukee, WI 53201 previous years. Geographic Vis11alizatio11 . The first (800) 558-8993 or Future activities of the Geo­ two sections of the book consider (414) 229-6282 graphic Information Center cartographic research from two fax (414)229-4380 involve the expansion the Virginia complementary perspectives: a Atlas Project components with private I perceptual-cognitive view 28 cartographic perspectives Number 24, Spring 1996 and a public/ social view. The include Gestalt grouping prin­ Part Two, How Maps are Imbued former is concerned primarily with ciples, selective attention theory, with Meaning, uses a semiotic how we "see" maps and how we visual search models, perceptual perspective in considering the derive meaning from them; the categorization, and depth percep­ public/ social aspects of carto­ latter employs semiotics to de­ tion. MacEachren also provides graphic representation. According velop logical symbolization several examples of the application to MacEachren, "Cartographic systems and provide a framework of these principles in cartographic inquiry can profit from a semiotic. for understanding how we inter­ research and testing. . . approach for hvo reasons. pret and assign meaning to map The emphasis on low-level First, semiotics provides a concep­ symbols. The final section pro­ perceptual processes in Chapter tual framework for developing a vides a case study, geographic Three sets the stage for Chapter cartographic representation logic visualization (GVIS), through Four, How Maps are Understood. In that can take advantage of what which this multiple-level approach this chapter, it is the interaction we know about cognitive repre­ is applied. between the visual descriptions of sentations, mental categories, and Part I, How Meaning is Derived maps, which result from how we knowledge schemata. Second, from Maps, consists of three "see" maps, and our existing aspects of semiotics that deal with chapters that outline an informa­ knowledge that is stressed. meaning offer a way to integrate tion-processing approach tu vision MacEachren uses the mechanism approaches lo map representation and visual cognition and discuss of knowledge schemata as a way that emphasize both explicit and its potential application for the of linking these visual descriptions implicit meaning, logical and study of maps. In Chapter Two, with our existing knowledge. expressive meaning, denotation An Information-Processi11g View of Discussion begins with the topic of and connotation, and more" (p. Vision and Visual Cognition, mental categorization, since 214). Chapter Five, A Primer on MacEachren begins by describing categories underlie our ability to Semiotics for Understanding Map David Marr's information-process­ form schemata. Aspects of catego­ Representation, is the first of three ing model of vision. He then rization that are detailed include chapters in this section and is offers Steven Pinker' s theory of prototype theory, family resem­ essentially a primer on the graph comprehension as an blance, fuzzy categories and basic­ semiotic concepts relevant to example of an information­ level theory. MacEachren then cartography. MacEachren begins processing approach to visual examines the issue of general the chapter by establishing some cognition, and discusses the work knowledge representation and basic terminology and then of several cartographers who have highlights the basic theories proceeds to examine two funda­ developed similar, but less formal (propositional, analogical, and mental semiotic issues: the rela­ models. procedural) that attempt to de­ tionships behveen map marks and In Chapter Three, How Maps are scribe the structures used in long­ their referents, and the relation­ Seen, MacEachren provides a term memory representation. He ships among map signs. Examples detailed synthesis of the eye-brain proposes three types of schemata of topics that are covered include: system and examines its limita­ as linking mechanisms between Peirce's typology of signs in which tions for processing information these long-term representations the relationship of the sign-vehicle about the basic visual variables and visual descriptions: proposi­ to the referent is explored from the used in cartographic representa­ tional, image, and event schemata. viewpoint of the interpretant; tion. Much of this chapter is Details of each of these schemata Morris' typology of discourse that devoted to the research that has are complemented with examples examines how signs influence been conducted on low-level of how they might be used in a behavior; and Morris' three visual processes, with an emphasis cartographic context. The chapter dimensions of semiosis-syntactics, on how they affect cartography's ends with an exploration of issues semantics, and pragmatics. Also use of visual variables in the related to the development of examined are a number of carto­ design of maps. Here, cognitive map schemata. Using an graphic efforts to adapt these MacEachren has pulled together isarithmic representation of terrain concepts to spatial representations. research from a variety of disci­ as an example, MacEachren In Chapter Six, A Functional plines ". . . to build an under­ generates hypotheses for how map Approach to Map Representation, the standing of how maps are seen schemata develop, how they are focus is on the categorization of that can serve as a framework for selected for specific map tasks, and "stand-for" relationships in research on and guidelines for how they are used in interpreting mapping (mapping semantics) and map symbolization and design" (p. spatial information. sign system specification (mapping 147). Processes that are discussed syntactics). The sections dealing Number 24, Spring 1996 cartograpl1ic perspectives 29 with map semantics consider across cultures and across time. ment. Sections are included on the individual sign relations from the Meaning of maps, on the other use of space, orientation, color, perspective of a triadic model. hand, are connotative meanings. time, focus, and sound as potential Using this model of signs, The difference between the two GVIS tools. Also discussed in this MacEachren shO\·VS how separate can be thought of as the difference context are space-time processes, perspectives can put emphasis on betvveen " ... knowing what which present yet another level of particular cartographic issues, things are (explicitly) versus what complexity. such as the link between symbol they stand for (implicitly)" (p. The final chapter, GV!S: Should and meaning or the role of map 331). MacEachren describes this We Believe What We See?, concludes signs in promoting understanding idea by examining a typology of the book with a discussion of how between the cartographer and the connotation and by exploring to judge truth in GVIS and how to map user. He then discusses the various types of connotations on determine what truth means in a syntactics of mapping, an area in maps, such as those of veracity, visualization environment. The which cartographers have worked integrity and power. discussion here revolves around to develop typologies of symbol The last section of How Maps two questions: How can truth be categories and rules for matching Work is titled How Maps are Used: judged in the displays that GVIS these categories to those of geo­ Applications i11 Geographic Vis11aliza­ provides? and What is truth in the graphic features. His example for tio11. This section also has three context of GVIS? The first question this section examines the most chapters, each devoted to explor­ is addressed both at the level of fundamental cartographic typol­ ing how the multi-perspective individual signs as well as at the ogy, the level of visual variables. approach of Parts I and II can be level of the map itself. The answer Here, he introduces the reader to applied to GVIS. In Chapter Eight, to the second question, Bertin's original set of graphic GVIS: Facilitati11g Visual Thinki11g, MacEachren contends, depends on variables, outlines a number of the emphasis is on the application the questions the user is trying to extensions for that set, and then of these approaches to a low-level answer. As such, he poses an­ suggests a mapping syntactic that task, feature identification. swers for two fundamental catego­ is based on their logical applica­ MacEachren begins the chapter by ries of uses: those in the private tion. presenting and elaborating on a realm and those in the public Chapter Seven, A Lexical model for feature matching. He realm. Approach to Map Represe11tatio11, then uses this model to integrate How Maps Work is a comprehen­ provides a complementary per­ some of the ideas discussed in the sive account of recent issues being spective to the one taken in the first two sections of the book. The explored in cartographic research. previous chapter. The emphasis is reader's attention is directed to It is clear, concise, and well­ on explaining how map users several cognitive concepts, such as written. MacEachren has inte­ interpret symbols and symbol attention and categorization, that grated research from several groups on maps, as well as entire are related to functional represen­ highly respected and well-known maps themselves. In organizing tations in the GVIS environment. researchers from a diversity of this chapter, MacEachren has Related topics that are covered fields. He has taken their results chosen to address meaning and include the position of space and and established clear links from map representation from two time in perceptual organization, their research to issues that are perspectives: meanings i11 maps the role of scale and resolution in also of importance to the study of and meanings of maps. Meaning GVIS displays, the influence of maps. He consistently supports in maps is defined as those denota­ static graphic variables on the his contentions and ideas with a tive meanings that are directly emergence of pattern, and the role variety of cartographic examples specified on a map, such as in the of schemata in defining what is designed to emphasize these links. map legend. MacEachren covers "seen. /1 One weakness in the subject several issues related to this type Chapter Nine, GVIS: Relatio11- matter is the necessity of the of meaning, the most important of ships i11 Space and Time, extends the reader to overcome jargon associ­ which is a basic taxonomy that approach taken in Chapter Eight to ated with some topics. Although categorizes meaning i11 maps into more complex tasks such as spatial MacEachren clearly made an effort three levels: meanings about space, comparisons across multiple to minimize this problem, there are space-time, and attributes in spacc­ features or multiple times. High­ still some sections that will be time. Other issues examined lighted here are the attempts of difficult to comprehend without a include the specificity of signs, the several researchers to build the more thorough background in the concreteness of signs, and how the tools necessary to make such specific subject area. meaning of map signs changes comparisons in a GVIS environ- 30 cartograplzic perspectives Number 24, Spring 19%

How Maps Work is a gold mine atlases. Taken in its most broad protected by law. Engraving and of information and well-worth the sense, that the atlas has an author printing practices were also kept sticker price. While not appropri­ or editor which consciously separate by law, and in the eigh­ ate for introductory or intermedi­ structures the work into a compen­ teenth century, scientific stan­ ate level cartography classes, it dium according to an idea, dards and the influence and would serve well as a basis for Akerman digs deep into the past to support of the scientific commu­ graduate research seminars and is trace such books or sets of maps. nity encouraged the moderniza­ an excellent reference source. He focuses most on the uniformity tion of maps one at a time, making Every cartographic researcher of format and standardization of atlases too costly a venture. This should own a copy. 0 editions which are the characteris­ situation persisted until the tics of atlases in modernity, and appearance of the Atlas Universe/ in also on the authority of an author. 1758, in which modern principles Despite the fact that the idea or of atlas publication were explicitly narrative of the atlas is stated and were to include a BOOK REVIEW Ackerman's criteria of atlas value, historical section. the inclusion of all works which Anne Godlewska's careful Editing Early and Historical fall within general structural terms analysis of Edme Jomard's fac­ Atlases resembling modern atlases are the simile atlas, resembling an atlas Joan Winearls, Ed. Toronto: consistent focus of his study. The factice in that it is a compilation of University of Toronto Press, 1995. wide variety of possible editorial independently produced maps 196 pages, 18 figures, 4 tables. decisions is less developed. assembled according to the criteria $39.95, cloth (ISBN 0-8020-0623-X). Goffart's classification of early of an individual, suggests that sets historical atlases (gathered from of separately produced maps by Dalia Varankn various places) traces the ties of compiled within the terms of a B11rea11 of La11d Ma11age111e11t these works to academia, to the selection process are rooted and study of the classics and their structured by the geographical ideals, and to prose texts. Goffart approach of the compiler, and not This book is a collection of seven also stresses standards of consis­ necessarily by systematic or contributions on the historv of and tency; world-wide coverage, scientific standardization. Jomard historical atlases. The mat~rial chronology, and the use of identi­ lived and worked on the threshold was originally presented as papers cal base-maps form a threshold in of an implied shift in emphasis at the Twenty-ninth Annual the evolution of historical atlases. from the science of positional Conference on Editorial Problems, These atlases become a history accuracy in mapping to maps for held at the University of Toronto of our own historiography, and a purposes of spatial analysis. His on November 5-6, 1993. The issues mirror of the imposition of our facsimile atlas, though it was the conference focused upon own valued ideas upon the past, as intended as a world history via the included text and cartographic in the rise of the depiction of map itself, was largely ineffective authorship, atlas editorial content, boundaries on historical events this way because of Jomard's and production editing. These (particular to the late eighteenth persistent simplistic view that published chapters, however, and nineteenth centuries) where most problems in general could be expand the intentions of the they were most likely ephemeral. analyzed directly by mapring. conference, as stated in the intro­ Mary Sponberg Pedley's study William Dean's analysis of two duction by the editor, to examine of atlases in Enlightenment France atlas projects, Economic Atlas of both the nature and history of atlas provides a complement to these Ontario and Historical Atlas of evolution and the atlas as a first two studies by presenting a Canada shows how the movement systematic and structural text. more specific analysis of variations away from simple and direct The chapters are written from in issues such as maps over text expressions of nationalistic inter­ different viewpoints, settings, and and non-standardized works. ests, as noted by Goffart for time periods. Their arrangement These, she argues, are attributable example, on the focus of the rise in the book as a whole begins first to problems of language, econom­ and fa ll of empires, and toward the with works of broad overview by ics, and the demands of science. study of social factors continued James R. Akerman and Walter A. Forces on atlases in Enlightenment into the proliferation of twentieth­ Goffart. Akerman writes about France worked against standa rd­ century atlases, beginning, he atlases in their most general ization; the customers were the states, in the 1950s. The two conception while Goffart focuses chief compilers of maps into atlas atlases are good choices for a on the development of historical factice and this practice was compa rative study. The Economic Number 24, Spring 1q96 cartogrnplric perspectives 31

Atlas . . ., exploring and sometimes Cn11adn were and the action taken Topograpfica in Madrid, Spain even restructuring statistical data in response to them, but not what from August 30 - September 1, sources, exemplified modern constituted the outcome of these 1995. The seminar was sponsored science as a "search for a more attempts at resolution. bv various !CA commissions and rational ordering" of geographical The seven contributions of \~orking groups: the Commission phenomena. The Historical Atlas . . Editing Early a11d Historical Atlases on Multimedia, Commission on ., in contrast, was more demanding work together well and build a Education and Training, Commis­ in terms of direction, objectives, cohesive history in themselves. sion on Map Use, and Working and addressing a wide breath of Points raised by the authors both Group on Temporal Issues in GIS. audience. This contrast suggests logically support what is known The main thrust of the seminar the conditions behind the scarcity about atlases, yet challenges our was the teaching of cartographic of historical atlases in strongly present history of the genre as a animation techniques. Like many empiricist England (as was noted whole. Editirtg Early and Historical open invitation seminars, authors by Goffart). Dean's conclusion Atlases is an excellent contribu­ interpreted this central theme in that the statistically driven eco­ tion-highly readable and well­ their own unique manner and as a nomic atlas maintained a direct written-and very welcome in the result, the proceedings is a collec­ relationship to and enriched the general history of atlases. It fills a tion of papers and ideas covering understanding of social data, but valuable and very lacking need for the broad area of dynamic cartog­ that the design and juxtaposition information to further our under­ raphy. of thematic maps can further our standing of this bibliographic The book is divided into seven understanding of phenomena only genre, enhancing our appreciation parts: Introd11ction, Basics of Ani­ within primarily spatial terms of atlases without destroying the mated Cartography, Use Aspects and recalls Jomard's dilemma of beauty and mystery of these Eva/11ativ11, Applications, Present exploring scientific patterns works. Sit11ation, Future, and a List of through maps. Participm1ts. The introduction In the sixth chapter of Editing discusses the historical events Early and Historical Atlases, R. Cole leading up to the seminar, the Harris, editor of Historical Atlas of groups involved in its sponsor­ Canada Vo/11111e I, shares his ship, and how the different thoughts about the atlas as an BOOK REVIEW contributions were categorized. interpretation of Canadian iden­ The most exciting aspect of the tity. Despite the clear editorial Proceedings of the Seminar on introduction is the announcement principles and the management of Teaching Animated Cartography that the material in the book is facts, finances, and an editorial Ferjan Ormeling, Barend Kobben available on the World Wide Web team and network, Canada & Rufino Perez Gomez, editors. at http:/ /nvkserver.frw.ruu.nl / emerges as the concept that Enschede, The Netherlands: ICA I madridiproc.html (Unfortu­ shaped the historical atlas. The International Cartographic Asso­ nately, at this writing, the web site atlas is changed by and changes ciation I Association has not been completed). the dialogue of this editorial Cartographique Internationale at The section on the Basics of concept. ITC. 1996. 113 pages. maps, Ani111ated Cartography has five Historically we interpret from diagrams, illustrations, screen papers concerned with many the evidence trans itions from captures, and a li!>t of participants. different forms of digital cartogra­ boundaries and nationalism, to $10.00, paper (no ISBN). phy. The firs t paper (by William social I spatial analysis. The last Cartwright) discusses in detail the chapter, written by Deryk Reviewed by Rex Ca111111ack issues of computer equipment and Holdsworth, sho>vs us this distinc­ Department of Political Science staff needed to complete a multi­ tion is an artificial one and is only and Geography media title. The next paper (by more complex. Other dialectical Old Oo111inio11 University Michael Peterson) focuses on differences are also unmasked. dynamic mapping over the World The authority of a single author Wide Web. The paper covers the can be established for economic The Proceedings of tlte Seminar 011 basic concept of the Web and plots reasons, not solely intellectual, and Teaclti11g Ani111ated Cartography is a its growth history. The article also coexisted with an editorial process bound collection of papers and provides numerous Web sites shaped by the client. Holdsworth abstracts by the participants at an where basic and advanced infor­ explains what the political issues ICA seminar held at Escuela mation about internet resources surrounding the Historical Atlas of Universitaria de Ingeniera Tecnica and animated mapping can be located. The las t three papers in 32 cartographic perspecti'l.'£'5 '.'Ii umber 2-1. Spring lscientific visualization. VistaPro 1. table are scored as strong, fair, or Cartography n11d GlS, 19(4), 201-214. Virtual Reality Laboratories, Inc. weak and is based on the results of 2341 Ganador Court a set of experiments conducted in Dorling, D. 1992. Stretching space San Luis Obispo, CA 93401 regard to an unnoted MSc-thesis at and splicing time: form carto­ tel (805) 545-8515 the Cartography Department of graphic animation to interactive fax (805) 781-2259 Utrecht University. After reading visualization. Cartography a11d GIS e-mail [email protected] the methodology and the conclu­ 19(4), 215-227. CompuServe GO VRLI sion, one is not sure how the AOL: VRLI authors came to their conclusion. Hayward, S. 1984. Computers for A more in-depth discussion of the a11i111ntio11. Norwich UK: Page Bros Scenery Animator 1.2 testing design must be put forth in Ltd. Natural Graphics order to understand the merit of PO BOX 1963 the authors' results. The authors' Koussoulakou, A. 1990. Com­ Rocklin, CA 95677 line of reasoning and questions are puter-assisted cartography for tel (916) 624-1436 good, however, a more in-depth monitoring spatio-temporal fax (916) 624-1406 report is in order. In this context, 34 cartograplzic perspectives Number 24, Spring 1996

especially in the coastal regions. Landform Image product. announcements USGS DLG (digital line graph) The CD-ROM version which data was merged, layered, and runs on Mac, DOS/Windows and cross reference for text and line UNIX is $295. For additional placement. Final composition was information via FAX or mailing RELEASE OF ZIA LANDFORM with Macromedia FreeHand vS.O call 1-800-844-9391, Denver metro IMAGES CD-ROM and exported to FreeHand v3.l, (303) 444-9391, FAX (303) 444-6910, Adobe Illustrator vS.O and vl.1. or e-mail [email protected]. Zia Maps of Boulder, Colorado has All line and text is grouped by For a complete file sample and released a new CD-ROM of digital category. Raster image pixel count detailed information check the Zia base maps called Zia Landform was selected by weighing the Maps homepage, http:/ /www. Images (ZLI). The product was needs of color printing resolution gisnet.om I gis I zia. created for graphic artists and for a 1I3 to 1I2 page size and an cartographers using desktop opened file size of 2 to 3 mega­ publishing and GIS applications to bytes. produce maps. Registered purchasers are ZLI features raster color shaded granted the right to use and relief base maps with text and line modify all image files for almost SPECIAL ELECTRONIC/PAPER overlays. Included are all 50 unlimited commercial and private ISSUE OF COMPUTERS & United States, and 10 sub regions use. Zia Landform Images can not GEOSCIENCES ON and the continental USA. A comprise a primary portion, or EXPLORATORY CARTO­ special World Wide Web version focus, of an atlas, clip art collec­ GRAPHIC VISUALIZATION (down sampled GIF format) of all tion, CD-ROM multimedia pro­ the raster images is available for duction or any other resale or The journal, Computers & Geo­ use with home pages. The raster publicly distributed product. sciences, is planning a special issue relief base maps serve as the focus Special agreements for those on "exploratory cartographic and foundation of this product and needs, especially digital products, visualization." The goal of issue is all are "geo-reference" with UTM, are available. Purchasers are not to provide readers with a coherent Lat/ Long coordinates, and pixel allowed to give or sell image files set of papers that present research resolution for those using GIS. to others in electronic or other dealing with advances in map­ Overlaid lines and correspond­ format, modified or not, with the based visualization of geo refer­ ing text are registered to the relief exception of images incorporated enced data. The editors for this maps and include; state line, into a larger body of creative work. issue are soliciting papers that county lines, major drainage/ open No part of these Zia Land form cover three key aspects of this water, selected city I towns and Images can be placed on the research: (1) theoretical concepts physiographic features, and Internet or Electronic Bulletin that underpin extension of carto­ significant public parks names. Boards with the exception of the graphic principles to dynamic Fully editable file formats for the raster image files that are expressly environments for supporting line and text include Macromedia designed for World Wide Web use, research and decision-making, (2) FreeHand v3.1 and vS.O, Adobe ( _WWWW.GJF ). implementation of concepts in Illustrator vl.1 and v5.0. Raster For school labs and libraries, use exploratory cartographic tools, and base maps are in TlFF and GIF and requires only that the purchased (3) innovative applications of those have a printing resolution of 150 disk is registered and that the disk tools. A second goal (and the goal !pi at approximately 4x6 inches. is used in one machine at a time. behind the electronic component There are no royalties, use or Labs with networks are required to of the special issue) is to, for the registration fees. purchase a site version if the disk first time, provide readers with The source data and processing is to be on an accessed CD-ROM dynamic illustrations that repre­ was done on USGS digital eleva­ reader. sent the dynamic tools being tion models, 30 arc second, which Zia Maps encourages use of discussed (and to provide authors were merged, filtered and imaged these products in school labs and with a better way to present their by CTM of Boulder, CO, using library settings. For those using a research into dynamic tools). The EdWare. They are projected in networked system, Zia makes the special issue is being co-edited by Albers with each image having its registration and compensation Alan M. MacEachren (chair) and own central meridian. All images easy and very affordable. There Menno-Jan Kraak (co-chair) of the have been cartographically altered, are no licensing, royalty or regis­ International Cartographic Asso­ correcting original data errors, tration fees for use of any Zia ciation Commission on Visualiza- Number 24, Spring 1996 cartograplzic perspectives 35 tion and is a collaborative activity Authors from the U.S. wishing to 12. Quality in Cartography between the Commission and be considered for travel support 13. Cartography as a Tool in Computers & Geosciences. For provided by the U.S. National Monitoring Agriculture and those interested in having papers Committee for the ICA (USNC/ Forestry reviewed for possible inclusion, a ICA) should additionally submit 14. Desk Top Mapping in Media "\vorking paper" (2000-3000 their abstracts to the Papers 15. Cartographic Information in words) in WWW ready format Committee of the USNC/ICA. Navigation Systems must be submitted by July 15, The Papers Committee will 16. Law and Cartography 1996. "Submission" of the paper consider the principal author of 17. Mapping of Mountainous should be made by sending an e­ each abstract accepted by the Areas mail message to Alan MacEachren Conference Secretariat as poten­ 18. Maps for the Handicapped [[email protected]] giving the tially eligible for partial travel 19. Cartography and Children URL for your working paper. All support provided by the USNC/ 20. Gender in Cartography working papers will be made ICA. Some of the available travel 21. Visualization Techniques available through the Commission funds are typically set aside for 22. Cartographic Theory on Visualization WWW site. The young scientists; the USNC/ICA 23. Standardization anticipated publication date is especially encourages those 24. GIS and Digital Mapping May 1997 (in time for Stockholm beginning their careers in cartogra­ 25. National Mapping Organiza ICA meeting, June 1997). phy to submit abstracts. Abstracts tions, Organization and Strate For more information contact should be submitted prior to gic Programs Alan M. MacEachren, Professor October l, 1996 by e-mail to the Geography, 302 Walker, Penn Chair of the USNC/ICA Papers Authors should indicate which State, University Park, PA 16802 Committee: subject area their abstract ad­ Phone: 814-865-7491; Fax: 814-863- dresses. The ICA '97 Organization 7943 URL: http: / /www.gis. Ms. Leslie Godwin Committee reserves the right to psu.edu I MacEachren/ Chair, USNC/ICA Papers make final decisions on categoriza­ MacEachrenHTML I MacEachren Committee tion as part of the acceptance Top. or html http: / / www.gis.psu. c Io Geography Division process. The ICA '97 Organizing edu I ica I ICA vis.html. U.S. Bureau of the Census Committee will notify authors Washington, DC 20233-7400 about its acceptance decision by e-mail: [email protected] December 1, 1996. The long Voice: (301) 457-1056 version (maximum of 8 pages) of accepted papers will be published The conference theme is Maps and in the conference proceedings and CALLFORPAPERSFORICC Mapping in the Information Society. must be received by the Scientific Authors should propose papers Programme Committee on or The Organizing Committee for the that address one or more of the before March 15, 1997. Only 18th International Cartographic fo llowing conference themes: papers received by this date are Conference (ICC '97), scheduled assured publication in the pro­ for 22 - 27 June 1997 in Stockholm, 1. Education and Training in ceedings and final consideration Sweden, invites prospective Cartography for funding by the USNC/ICA. presenters to submit dbstracts for 2. History of Cartography The abstract should be 300 to papers they propose to deliver as 3. Cartography for Environment 500 words long and must be in part of the scientific conference 4. Marine Cartography of the English. Use standard 8 1I 2 x 11 program. Abstracts are due to the Continental Shelf inch paper with 11/ 2 inch top and Conference Secretariat by October 5. Generalization of Databases bottom margins and 1 1I 4 inch l, 1996. The address for submis­ and Maps side margins, or use 21 x 29.7 cm sion is: 6. National and Regional Atlases, paper with 4 cm top and bottom Production and Use margins and 3 cm side margins. International Cartographic 7. Maps of Dynamic Processes Center the title in bold capital Conference 8. Cadastral Mapping in Transi­ letters as the first item, followed by Swedish Cartographic Society tion Countries a vertical space and then the S-80182 Gav le - Sweden 9. Military Mapping name(s) of the author(s). Type the Voice: +46 26 653425 10. Mapping Crossing National affiliation address (typed as it FAX: +46 26 653106 Borders should appear on a mailing 11. Map Production envelope) immediately below each 36 cartographic perspectives Number 24, Spring 1996 author's name. Immediately DDViewer is available via the belo'w the last line, authors ~re public URL: http: I I sedac.ciesin. cartographic events encouraged (but not required) to org/ plue I ddviewer. include a FAX number and I ore­ The boundary data was derived mail address at which interested from the Bureau of the Census July 27 - August 1, 1996 colleagues can reach them. After TIGER 1992 database. Boundaries URISA 96 skipping two lines, type the body are available for states, counties, Salt Lake City, UT. Contact: URISA, 900 Second Street, NE, of the abstract with single spacing census tracts, county subdivi­ and no indentation for paragraphs. sions I minor civil divisions, and Suite 304, Washington, D.C. 20002, (202) 289-1685, Fax (202) 842-1850, Use a single vertical space between census blockgroups. One, or a e-mail: [email protected], http: I I paragraphs. multitude of counties (or entire www.urisa.org. states) may be defined as the area General information about ICC '97 of interest. Demographic data is available from: available for mapping was derived September 5 - 8, 1996 Second International Symposium Alan M. MacEachren from the Bureau of the Census on GIS in Higher Education Chair, USNC /ICA STF3A 1990. Roughly 225 vari­ Columbia Inn Hotel and Confer­ Geography Department ables are selectable either for ence Center, Columbia, MD. Penn State mapping purposes or can be University Park, PA 16802 printed in tabular reports. Map Contact: GISHE Symposium, NCGIA/ Department of Geogra­ e-mail: [email protected] layout, colors, legends and titles phy, University of California, FAX: (814) 863-7943 can be customized by the user. A Santa Barbara, CA 93106-4060, Fax http: / / www.gis.psu.edu / ica / recoding option is provided ICAusnc.html enabling the creation of user (805) 893-8617, [email protected]. defined variables. edu; http: / / www.ncgia.ucsb. or from the ICC '97 Internet site: edu I conf I gishe I main.html. http: //www.lm.se/ icc97/ DDViewer allows the user to: icc97.html create maps at a multitude of geographic resolutions; ,. interpret the image using the October 2- 5, 1996 statistical summary report; NACISXVI .. San Antonio, Texas ,. customize the layout; DEMOGRAPHIC DAT A VIEWER create tabular reports; see pages 38-41 for details ANNOUNCEMENT .. refer to on-line help; or visit our conference homepage .. create simple recodes of http:/ / maps.unomaha.edu/ The Socioeconomic Data and variables. N ACIS I Conference.html Applications Center (SEDAC) housed at the Consortium for The data underneath this interac­ International Earth Science Infor­ tive tool are available, along with mation Network (CIESIN) is much more data not used by October 24-26, 1996 pleased to announce the release of DDViewer, from The Archive of Maps on the Move: Cartography the Demographic Data Viewer, an Census Related Products. You can for Transportation and Travel interactive mapping tool accessible access this anonymous FTP archive Newberry Library, Chicago, JL via WWW browsers. This map­ at: ftp ftp.ciesin.orgcd I pub I Contact: James Akerman, Smith ping tool enables users to select census; or point your browser to: Center, Newberry Library, 60 W. geographic areas, specify variables ftp: / I ftp.ciesin.org / pub/ census. Walton Street, Chicago, IL 60610- to map, specify map outlay These services are provided to 3380. (312) 255-3523, parameters and color assignments. you by the Socioeconomic Data [email protected]. A map image is created on the fl y and Applications Center (SEDAC) for each query and a descriptive housed at the Consortium for November 19-21, 1996 summary statistics report is International Earth Science Infor­ GISILIS 96 provided along with the image. mation Network (CIESIN). You Denver, CO. Sponsored by AAG, The tool can also be used to are welcome to visit their web site AMFM, URISA, APW A, ACSM, browse demographic data in at: CIESIN URL: http:/ I ASPRS. Contact: ACSM, 5410 tabular format. All products may www.ciesin.org/ SEDAC URL: Grovenor Lane, Suite 100, be downloaded via the browsers http: I I sedac.ciesin.org I ::i Bethesda, MD 20814-2122. (301) upon creation. 493-0200, Fax (301 ) 493-8245. 0 Number 24, Spring I'l% cartogmpl1ic pcrspcctil'L'S 37

Associate Director: Susan Peschel Patricia Gilmartin NACrsnews ACS Collection Department of Geography PO Box 399 University of South Carolina Milwaukee, WI 53201 Columbia, SC 29208 NACIS OFFICERS (800) 558-8993 or (414) 229-6282 (803) 777-2989 fax (414)229-4380 fax: (803) 777-4972 President: Keith W. Rice e-mail: [email protected] e-mail:[email protected] Department of Geography (term expires Oct. 96) University of Wisc. -Stevens Point Associate Director:Sona Andrews Stevens Point, WI 54481 Department of Geography Glen A. Pawelski (715) 346-4454 PO Box 413 H .M. Gousha fax: (715 ) 346-3624 Univ. of Wisconsin-Milwaukee Paramount Pub. Consumer Group e-mail: [email protected] .edu Milwaukee, WI 53201 P.O. Box 98 (term expires Oct. 96) (414) 229-4872 Comfort, TX 78013 fax: (414) 229-3981 (210) 995-3317 Ext. 248 Vice President: Michael Peterson e-mail: [email protected] fax: (210) 995-3217 Department of Geog/ Geology e-mail: [email protected] University of Nebraska-Omaha (term expires Oct. 97) Omaha, NE 68182 NACIS BOARD OF (402) 554-2662 DIRECTORS Carolyn C. Weiss fax: (402) 554-3518 Statistics Canada e-mail: [email protected] James R. Anderson, Jr. Geography Division (term expires Oct. 96) I.S.P.A. I 361 Bellamy Building Jean Talon Building Florida State University Ottawa, ON K1AOT6 Secretary: Craig Remington Tallahassee, FL 32306 Canada University of Alabama (904) 644-2883 (613) 951-3921 Box 870322 Fax: (904) 644-7360 fax: (613) 951-0569 Tuscaloosa, AL 35487 e-mail: janderso@ga m et. cc. fsu .ed u (term expires: Oct. 96) (205) 348-1536 (term expires Oct. 97) fax: (205) 348-2278 (term expires Oct. 97) Cynthia Brewer CARTOGRAPHIC Department of Geography PERSPECTIVES Treasurer: Ed Hall 302 Walker Building Editor: Sona Andrews 635 Woodside Drive Pennsylvania State University Assistant Editor: David W. Tilton Kent, OH 44240 University Park, PA 16802-5011 Department of Geography (216) 671:s-3fi98 (814) 865-5072 474 Bolton H all fax: (216) 672-4304 fax: (814) 863-7943 3210 N. Maryland Ave. e-mail: [email protected] e-mail: [email protected] .edu Univ. of Wisconsin-Milwaukee (term expires Oct. 96) (term expires Oct. 97) Milwaukee, WI 53211 (414) 229-4872 Past President: Henry Castner Barbara Buttenfield fax: (414) 229-3981 164 Fearrington Post Department of Geography e-mail: [email protected] Pittsboro, NC 27312 Campus Box 260 also [email protected] (919) 542-1602 University of Colorado fax: (919) 542-5072 Boulder, CO 80309 (term expires Oct. 96) (303) 492-3618 EDITORIAL BOARD fax (303) 492 7501 Chair: Michael Peterson e-mail: [email protected] Department of Geography I NACIS EXECUTIVE OFFICERS (term expires Oct. 97) Geology Executive Director: University of Nebraska-Omaha Christopher Baruth Jeremy Crampton Omaha, NE 68182 ACS Collection Department of Geography (402) 554-2662 PO Box 399 George Mason University fax: (402) 554-3518 Mil waukee, WI 53201 Fairfax, VA 22030-4444 e-mail: [email protected] (800) 558-8993 or (414) 229-6282 (703) 993-1217 fax (414)229-4380 e-mail: [email protected] e-mail: cmb@csd .uwm.edu (term expires Oct. 97) 38 cartographic perspectives Number 24, Spring 19%

PRELIMINARY PROGRAM NACIS XVI The Sixteenth Annual Meeting of the North American Cartographic Information Society

Visit our progam web site at http:/ /maps.unomaha.edu/NACIS/Conference.html Conference Registration material will be mailed to all members in early August

Oct. 2-5, 1996 San Antonio, Texas

Wednesday, Oct. 2, 1996 3:00 - 5:30 PM NACIS Board Meeting

3:00 - 7:30 PM Registration

7:30 - 9:00 PM Opening Session Keynote Speaker

9:00 - 11:00 PM (also 8:00 AM - noon on Thursday and Friday) Poster Session/Exhibits & Reception. Organizer: Donna Schenstrom, University of Wisconsin - Milwaukee

Thursday, Oct. 3, 1996 8:30 - 10:00 AM Plenary Session: Cartography and the Internet I. Chair: Michael P. Peterson, University of Nebraska - Omaha Cartography and the Internet: l111plicatio11s for Modern Cartography Michael P. Peterson, University of Nebraska-Omaha

The Internet and the National Atlas of the United States Stephen C. Guptill, U.S. Geological Survey

New Approaches to Data Delivery Timothy Trainor, U.S. Census Bureau, Washington, D.C. Number 24, Spring 19% cartograplzic perspectives 39

Thursday, Oct. 3, 1996 10:30 -12:00 AM Paper Session B: Cartography and the Internet II. Chair: Jeremy Crampton, George Mason University USGS Cartographic Data Available 011/i11e John Faundeen, Hughes STX, Reston, VA and Hedy Rossmeissl, U.S. Geological Survey, Reston, VA

Tire Census Bureau's Geographic Data 011 tire Web Leo B. Dougherty, U.S. Census Bureau, Washington, D.C.

The l11temet - Effects a11d Cha11ces for Cartography Georg F. Gartner, University of Technology Vienna

Thursday, Oct. 3, 1996 10:30 - 12:00 AM Paper Session C: Cartography and GIS Education. Chair: Charles P. Rader, , University of Wisconsin-River Falls Leami11g Advanced Mappi11g Methods in the "Applied Cartographic Design" Course at Pe1111 State Cynthia A. Brewer, Pennsylvania State University

Life After Lectures: Using the l11temet i11 a Se11ior U11dergraduate GIS Course Janet E. Mersey, University of Guelph

Teaching Multimedia Map Design and Prod11ctio11: A Comparison of Tecl111iques mid Theory Keith Rice, University of Wisconsin- Stevens Point

Thursday, Oct. 3, 199612:00 - 2:00 PM Luncheon & Annual Business Meeting

Thursday, Oct. 3, 1996 2:00 - 6:00 PM Tours

Thursday, Oct. 3, 1996 7:30 - 9:00 PM Cartographic Conversations George McCleary, University of Kansas Dennis Fitzsimmons, Southwest Texas State University

Friday, Oct. 4, 1996 8:00 - 10:00 AM Paper Session D: Cartographic Animation and Visualization. Chair: Terry A. Slocum, University of Kansas Color Cycling in Map Ani111atio11 Mark J. Garey, The University of Georgia

Software for Exploring Temporal Data Associated with Point Locntio11s Terry A. Slocum and Stephen C. Yoder, University of Kansas

Sy111l1olizi11g lsaritl1111ic Map Data Reliability: W/1ich Visual Variables are Most Effective? Keith Rokoske, University of Colorado-Boulder

A Neural Network Approach to Cartographic Visualization David K. Patton, Slippery Rock University of Pennsylvania 40 cartograpl1ic perspectives Number 24, Spring 1996

Friday, Oct. 4, 1996 8:00 -10:00 AM Paper Session E: Maps, Cognition and Education. Chair: Valerie W. Krejcie Mapping the Perceived Geopolitical Importance of the Countries of the World J. Clark Archer, University of Nebraska-Lincoln, Fred M. Shelley, Southwest Texas State University, and Jonathan I. Leib, Florida State University

The Use of Maps in Art: A Preliminary Survey Ren Vasiliev, State University New York - College at Geneseo

Map Reading Across the Curriculum: Linking Geography to Children's and Adolescent Literature Joan Maier, University of Houston-Clear Lake

The Effectiveness of Reaction Time and Ope11-E11ded Questions with Early Elementary Subjects Karen M. Trifonoff, Bloomsburg University

Friday, Oct. 4, 199610:30 -12:00 AM Session F: Maps, Internet and Multimedia. Chair: Barbara P. Buttenfield, Univ. of Colorado Genesis of a Map: Portland, Oregon 's "Trees of Couch Park" Joseph Poracsky, Portland State University

Conceptual Design of an Interactive Cartographic Multimedia Information System of Austria Robert Ditz, University of Technology Vienna

The Human Component ofan Internet Digital Map Library: Re-Thinking User Interface Evaluation Barbara P. Buttenfield, University of Colorado

Friday, Oct. 4, 199610:30 -12:00 AM Paper Session G: Small Business Cartography in an Era of Downsizing & Outsourcing. Chair: Alex Tait, Equator Graphics Opportunities for the Small Business Cartographer Martin von Wyss, Hybrid Designs

Don 't Sell the Store! Maximizing Value Through Use and Reuse of Maps for Sale to Multiple Clients Alex Tait, Equator Graphics

Friday, Oct. 4, 199612:00 - 1:30 PM Cartographic Perspectives, Editorial Board Meeting

Friday, Oct. 4, 19961:30 - 3:00 PM Paper Session H: Maps Design and Production Tir e Design of Transit Maps Dennis McClendon, Chicago CartoGraphics

MAPSCO Transitions to Digital Cartographic Production David D. Halliday and Wayne J. Baird, Mapsco, Inc.

Impact of Modern Automated Cartography and Reproduction Pre-Press Operations on Future Cartographers Ron Bolton, NOAA Number 24, Spring 19% cartographic perspectiP£'S 41

Friday, Oct. 4, 1996 1:30 - 3:00 PM Panel Session I: Changing Roles of University Cartography Labs. Moderator: Gregory Chu, Dept. of Geography, Univ. of Wisconsin-La Crosse Observatio11s in the lllcreasi11g Complexities i11 the Management of University Cartography Labs" Gregory Chu, Dept. of Geography, Univ. of Wisconsin-La Crosse

Friday, Oct. 4, 1996 3:30 - 5:00 PM Paper Session J: Map Availability, Production, and Use What Can They Do For You? Harold C. Boke Bowker, Denver, Colorado

Orienteering in the United States: Geographic Patterns of Participatio11 Elisabeth S. Nelson, San Diego State University

Friday, Oct. 4, 1996 3:30 - 5:00 PM Panel Session K:PostScript Mapping Round Table. Moderator: Dennis McCiendon, Chicago CartoGraphics

Friday, Oct. 4, 1996 3:30 - 5:30 PM NACIS Board Meeting

Friday, Oct. 4, 1996 6:30 -10:00 PM Annual Banquet Speaker: Kenneth E. Foote, University of Texas, Austin Mercator's Laptop: Cartographic Frontiers in Cyberspace?

Saturday, Oct. 5, 1996

WORKSHOPS All workshops will be held at the Department of Geography and Planning, Southwest Texas State University, San Marcos, TX. Transportation to from the Menger hotel will be provided. The bus will leave the hotel at 7:30 AM.

9:00 AM - 5:00 PM A) Digital Terrain Modeling Workshop ]. Ronald Eyton, Southwest Texas State University

9:00 AM - 12:30 PM B) Internet and Web for Cartography and GIS Kenneth Foote, University of Texas - Austin

9:00 AM - 12:30 PM C) Stop the Insanity: GIS Import/ High Quality MAP Graphics Made Easy- with MAPublisher Roger Fradgley, A venza Software Inc.

1:30 - 5:00 PM D) Creating New Worlds - 3D Cartography with KPT Bryce 2 Tom Patterson, National Park Service, Harpers Ferry, WV

5:30 - 8:30 PM Barbecue l 42 cnrtogmphic perspectives Number 24, Spring 1996

EXCHANGE PUBLICATIONS Cartographica. A quarterly journal Geotimes. Monthly publication of the endorsed by the Canadian Carto­ American Geological Institute. Offers graphic Association/ Association news, feature articles, and regular Cartographic Perspectives gratefully Canadienne de Cartographie that departments including notices of new acknowledges the publications listed features articles, reviews, and mono­ software, maps and books of interest below, with which we enjoy exchange graphs. Michael Coulson, Editor. to the geologic community. Articles agreements. We continue to seek ISSN 0317-7173. Contact: University of frequently address mapping issues. agreements with other publications. Toronto Press Journals Department, ISSN 0016-8556. Contact: Geotimes, 5201 Dufferin Street, Downsview, 4220 King Street, Alexandria, VA Ontario, M3H 5T8 Canada; (416) 667- 22302-1507. ACMLA Bulletin. Published 7781. triannually by the Association of Canadian Map Libraries and Archives. GIS World. Published monthly, this Offers article, reviews, and news on Cartographic Journal. Biannual news magazine of Geographic cartography and map library related Journal of the British Cartographic Information Systems technology offers issues. Contact: Colleen Beard, Brock Societv. Includes research articles, news, features, and coverage of events University Map Library, St. Catherines, 'short~r' articles, official records of the pertinent to GIS. Contact: John Ontario L2S 3A 1 Canada. Society, book reviews, and a list of Huges, Managing Editor, GIS World, recent cartographic literature. Contact: Inc., 155 East Boardwalk Drive, Suite Hon. Secretary. Charles Beattie, 13 250, Fort Collins, CO 80525; (303) 223- ACSM Bulletin. Published six times a Sheldrake Gardens, Hord le, 4848; fax: (303) 223-5700. year by the American Congress on Lymington, Hants, S04 lOFJ, England. Surveying and Mapping. Offers feature articles, regular commentaries, Information Bulletin. Triannual letters, and news on legislation, people, Cartography. Biannual Journal of the publication of the Western Association products, and publications. Contact: Australian Institute of Cartographers. of Map Libraries. Contains features, Membership Director, 5410 Grosvenor Each issue contains two parts: the atlas and book reviews, WAML Lane, Bethesda, MD 20814; (301) 493- Journal proper and the Bulletin. The business, and news. Contact: Mary L. 0200. Journal contains original research Larsgaard, Executive Editor, Map and papers, papers describing applied Imagery Laboratory, UC-Santa cartographic projects, reviews of Barbara, Santa Barbara, CA. 93106; Baseline. Published six times a year by current cartographic literature, and (805) 893-4049; fax: (805) 893-8799, the Map and Geography Round Table, abstracts from related publications. 4676, 8620; e-mail: mary@wash. American Library Association. ISSN 0069-0805. Contact: John Payne, uscdic.ucsb.edu. Contact: Editor ancy J. Butkovich, Circulation Manager, GPO Box 1292, Physical Sciences Library, 230 Davey Canberra, A.CT. 2601, Australia. Laboratory, Penn State University, Mapline. A quarterly newsletter University Park, PA 16802; (814) 865- published by the Hermon Dudap 3716; e-mail:[email protected] Cartography Specialty Group News­ Smith Center for the History of letter. Triannual publication of the Cartography at the Newberry Library. Cartography Specialty Group of the This newsletter contains notes, Bulletin of the Society of Cartogra­ Association of American Geographers. announcements, recent publications, phers. Published twice a year, the Features news, announcements, and calendar, and short essays on topics of Bulletin features articles on techniques comics. Contact: Ann Goulette, interest to the history of cartography. and ideas applicable to the Carto­ Editor, Intergraph Corporation, 2051 ISSN 0196-0881. Contact: James R. graphic Drawing Office. Contact: Mercator Drive, Reston, VA 22091- Akerman, Editor, Mapline, The Pamela Spoerry, Department of 3414; (703) 264-7141; e-mail: Newberry Library, 60 West Walton Geography, University of Cambridge, [email protected]. Street, Chicago, IL 60610. Dowing Place, Cambridge, CB2 3EN, England. Cartomania. The quarterly newsletter Perspective. This newsletter of the of the Association of Map Memorabilia National Council for Geographic Cartouche. A quarterly publication Collectors. Offers a unique mix of Education (NCGE) is published five offering news and announcements to feature articles, news, puzzles, and times a year in October, December, members of the Canadian Carto­ announcements of interest to February, April and June. News items graphic Association. Contact: Cana­ cartophiles. ISSN 0894-2595. Contact: related to NCGE activities and dian Cartographic Association, c Io Siegfried Feller, Publisher I Editor, 8 geographic education are featured. Weldon Hiebert, Geography Depart­ Amherst Road, Pelham, MA 01002; Contact: NCGE, Leonard 16A, Indiana ment, University of Winnipeg, (413) 253-3115. University of Pennsylvania, Indiana, Manitoba, R3B 2E9, Canada; (204) 786- PA 15705; bitnet: clmccard@iup. 9483; fax (204) 786-1824; e-mail: [email protected]. Number 24, Spring 1996 cartographic perspectives 43

FEATURED PAPERS Nebraska - Omaha, Omaha, Each issue of Cartogrnplric Perspec­ Nebraska 68182. Manuscripts are Cartographic Perspectives tives includes featured papers, reviewed by a minimum of two EDITORIAL BOARD which are refereed articles report­ referees. The recommendations of ing original work of interest to the reviewers and the Chair of the NACIS's diverse membership. CP Editorial Board are sent to the Chair Papers ranging from theoretical to Editor of CP. The Editor will Dr. Mic/we/ P. PclcrscJ/I applied topics are welcome. contact all authors to notify them if University of Nebraska - Omaha Prospective authors are encour­ their paper has been accepted for aged to submit manuscripts to the publication and if revisions are Afr. /i111 A11tfcrstJ11 Editor or to the Chairperson of the necessary prior to publication. The Florida Stale U niwrsity NACIS Editorial Board. Papers following technical guidelines may also be solicited by the Editor should be followed for all accepted Dr. Cy11tilia Brrn•cr from presenters at the annual manuscripts (these guidelines also Pennsylvania State University meeting and from other sources. apply to book, map, and software Ideas for special issues on a single reviews). Ms. /1111 Coy11c topic are also encouraged. Papers Material should be submitted in Univl'rsity oi Gl'Orgia. should be prepared exclusively for digital form on 3.5" diskettes. publication in CP, with no major Please send a paper copy along Ms. Melissa L11111tJ11t portion previously published with the disk. Text documents Pennsylvania Stall' University elsewhere. All contributions wi ll processed with Macintosh soft­ be reviewed by the Editorial ware such as WriteNow, Or. Charles Rader Board, whose members will advise WordPerfect, MS Word, and University of Wisconsin­ the Editor as to whether a manu­ MacWrite are preferred, as well as Rivcr F,1lls script is appropriate for publica­ documents generated on IBM PCs tion. Final publication decisions and compatibles using WordPerfect Or. Keith W. l~icc rest with the Editor, who reserves or MS Word. ASCII text files are University oi \Visconsin - the right to make editorial changes also acceptable. Stevl'ns l'oint to ensure clarity and consistency of PostScript graphics generated style. with Adobe ll/11 strntor or Aldus Nancy l~yck1111111 FreeHa11d for the Macintosh or University of North Carolina - REVIEWS Corel Draw for DOS computers are Greensboro Book reviews, map reviews, and preferred, but generic PICT or mapp in~ software reviews are TIFF format graphics files are Ms. Car

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