Map Performances: Expanding Spatial Thinking With Embodied Activity

• In Event: Emergent Methods for Studying Spatial and Embodied Dimensions of Learning

Abstract

Thematic maps—maps that show the geographic distribution of a concept or theme (Kimerling, Buckley, Muehrcke, & Muehrcke, 2009)—are increasingly prevalent in Americans’ media streams—on television, in print media, and the internet (Davisson, 2011; Monmonier, 1999; Wood, 2010). Young people find complex thematic maps in media intended for their consumption (e.g., on Channel One News in schools) as well as in adult media. Thematic maps in the media are often packaged in arguments structured as “map performances” with news anchors interacting with maps (e.g., in CNN’s 2008 presidential election coverage utilizing the “magic wall,” a large multi-touch screen; Farhi, 2008). Yet, how do adolescent and adult viewers interpret thematic maps, especially those presented in complex, interactive, and embodied map performances? Further, how might the interpretation of thematic map performances be explicitly taught and learned? And how might moving beyond interpretive learning to thematic map production (Buckingham, 2003) as well as participation in map performances impact learning? These are key questions not only for media analysis but for spatial learning (National Research Council, 2006) as well.

To date, research has not considered student interaction and embodiment with thematic maps and in map performances. In the present study, we included activities related to thematic map interpretation and production as part of the curriculum in a two-week summer course for ninth- and tenth-graders focused on spatial learning. We videotaped individual and group work in preparation for map performances and in production of maps. We also conducted reflective interviews at the conclusion of the course. Additionally, students took a pre- and post-test gauging spatial knowledge and learning.

During the course, students authored several maps using ArcGIS Explorer individually and in groups. Their maps and performances included home mobility maps showing their movements in a typical daily round at home, layered with thematic material (e.g., median household income, employment rate); a new audio track for a map performance from CNN's John King; and a map performance in which students projected maps with multiple thematic layers and formulated arguments based on these layers.

Our analysis of students' participation in these activities considers their learning when given conceptual and authoring agency to create and repurpose maps and map performances to make new arguments and, in particular, to consider personally meaningful spatially referenced data of different kinds. In their map performances, students layered multiple spaces, places, and times, orchestrating resources at hand in tools and among members of groups while also integrating learning resources from other contexts. A focus on shifting one modality (e.g., the voice track in a multimodal performance) helped students to critically reconsider how thematic maps can be interpreted in multiple ways (Jewitt, 2008, 2009; Kress & van Leeuwen, 2001). Also, students became more aware of how embodied actions, such as gesture, significantly shape how map-related, spatial meanings come to life within social interaction. Our findings support arguments concerning the value of production for learning interpretation, while also expanding those arguments through the added learning value of embodied media performance.

Authors

• Nathan C. Phillips, Vanderbilt University

• Kevin M. Leander, Vanderbilt University