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Assessing the application and value of participatory mapping for community bushfire preparation

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Abstract

The increased ease for individuals to create, share and map geographic information combined with the need for timely, relevant and diverse information has resulted in a new disaster management context. Volunteered geographic information (VGI), or geographic information voluntarily created by private citizens enabled through technologies like social media and web-based mapping, has changed the ways people create and use information for crisis events. Research has focussed on disaster response while largely ignoring prevention and preparedness. Preparing for disasters can reduce negative impacts on life and property, but despite strategies to educate communities, preparation remains low. This study assesses the application and value of VGI in bushfire risk reduction through a participatory mapping approach. It examines VGI as a social practice and not simply a data source by considering the user experience of contributing VGI and the potential for these activities to increase community connectedness for building disaster resilience. Participatory mapping workshops were held in bushfire-risk communities in Tasmania. Workshop activities included a paper-mapping exercise and web-based digital mapping. Survey results from 31 participants at three workshops indicated the process of mapping and contributing local information for bushfire preparation with other community members can contribute to increased social connectedness, understanding of local bushfire risk, and engagement in risk reduction. Local knowledge exchange was seen as valuable, but the social dimension appeared even more engaging than the specific information shared. Participants reported collaborative maps as effective for collating and sharing community bushfire information with a preference for digital mapping. Some limitations of online sharing of information were also reported by participants, however, including potential issues of privacy, data quality and source trustworthiness. Further work is needed to extrapolate findings from the study sample to the broader population.
Assessing the application and value of participatory mapping for
community bushfire preparation

 !"#$%&'
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
Highlights
*+,)%&-&&
.&%+%%/,)-!%%&//+
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Abstract
+%//%+&+-
&++&+/+*1
,//%+&2,)3//%+&-%
&#-//+-4-+%%//
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///%&%%1.%//&+%
%%-%/++&%%&+1
%%&,)-!&/%&%+%%/
%%1)*+,)%&+%-/
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+%%/-&/+&-!%%&++++-
-/-!//+
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+///%!+&1.&%%-&+%
8&&//++-!+&%/
+%%/1++&/+&%-%&%
/%&%91:
*%!/++%-%%&1
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%%&
1. Introduction and background
1.1 Bushfire preparation and community engagement
$++%%&++%-!1.%&
%%%1'&/
E/%%&4+/2.;B6B3+%F+%%G2
H.;B653+9%%2.+et al1;B65 0%et al1;B6<3
%%&2.+et al1;B6>3/2et al1;B6>3%%
%!-!2(7et al1;B65 et al1;B65310%++&/
+%%&%%&+2.;BB5 +et al.
;BB? /et al.;B6=31//&+/+/++&
%I++%%&+///%&%
%%1EJ+/++-++
%&%&/+%%&20''3
-/21/1")0';B6=31)K%%%-
++%&%&+-"&/0'2$LK;B6631
)K++%&%&!+/+/+4-%&1
,$:KGF$++:/G%/+-
6AA5///%/---!%%&2$:K;B6>31
++%+%%%-+:2:3F!4
'"/-G2'"3%/+++&--!
%++-!&&&
1%/++%+&-%%%-!
%--%%-!2:;B6<31+%/+*$
2F:+4:G3K2F:$++&G3+//&/
/-%/+%-!2!3-
2(;B66 (0/et al1;B6<31
$++//+%&%&+/+%&+/-
I/1)/++%&&&/+//&&
/%&%%%2..''3%/21/1
et al1;B6< et al1;B6=31'*+%F,K+G
+J+;B6B4669$"M%
%9&2,+et al1;B6;3/%
0/+C+/;B6="%9-
%&4-2';B6=31C/&&
J-I/-
//%%&//1/-
%&&+&++&/-//
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++/++///%+&
2,)3%&//+%&#-%-+/
+/+/%&%+/+2H;B6=31
1.2 The emergence and promise of VGI
,)4/%&+%&
/&+&//%+&2et al.;B6; ;BB? 
;BB@31/)-;1B/-%&/+/
--++&+%&/+%
-%&/&///%+&-
%&#2;BB? .H7;BB?31/+%+&+
%-&-&%&/%&+%
&%%&-+&/
-/////%+&+2)3%
2et al.;B6631
'%%+,)%%%&
/!%%&1:*+%%&
'2;B6B3%%%&,)+%&#%/-
+/+%-&//+&-
+1$++%&%&+/-/#+
+%/+%&-&,)/!2H
';B6B31et al.2;B6;3-%%&)//%%-
/-,)1///2;B6<3%
%%,)&//2C3/+
+%1C&+&+/%&-
-//++%
++///-/&2//et al.;B6<31
K/%+,)+%-+%&1$/&
&+-,)&%+%+
&#//-*%4&#4%+&
&&%&2;B6>31
1.3 VGI in disaster management
+%//%+&+-
&++&/
+/+*2H;B6B H;B6=31+-4-
+%%/%N+/%%+&
2L+H%&;B66 7H.;B6B31-:-
*+/2et al.;B6; et al.;B6;3++%*&&
+/+%%/2(;B6;31et al.2;B6>3-&+%&%&
+%%///+%/+%-+/
+%%+-+4%%&%&%+++&
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%1/%*///%+&-&&#
%%+&/++//+%%&
%&,)-..''%+/+2H;B6=31
,)%-%%&/+/+2H;B6= 
;B6>31,)48&%++&-
&84++&-%-&/+
+&+%%481/&
/-%!+//,)-%%
&+//+-+
+%%/+%/;B6B&92(;B6;31//&#
++&+-/++%-
+%%%-++/++
%&-4%%%1/-+//
+/%&/-%%&1.%+//%/
+//+%/
2.;B6>31:+%++
&+&-&/,)2'et al.;B6=31
K%/,)92et al.;B6>31K,)+
+&4%+9&9
-/+/1'%
%%&/--+/+&21/1et al.;B6; /
et al.;B6> %HC+/;B6;31)%+%
+&--21/1et al. ;B6531'
-%&,)%/-/%+
O&2;B65 et al.;B6531*//-
,)1,)---
%%+/&2et al.;B6=31
)+%/%N++++/+
/+//+/,)+&/
%&27H;B66 Ket al.;B6=31:
,)E+/+/+G%4%%+&+&
2;B6> .H7;BB?31:+/,)-/2";BB63
&++%-&F+%/G/
-+/+/#2et al.;B65 $H:;B6=31
7!%///%&
%%2H;B6=318/%%&
,)%%&%&-!1,)-4
/4%,)%%&2HL+;B6>31
/*+&,)%&+&/-&-
+%%%&P+/&/
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+/+1),)-*%-&/
,)%&%&%+%%/++1,)
%&/%&%%,)%
/%&&%%-,)/
*+,)%&2et al.;B6;31
1.4 Participatory mapping
)/++&%9-0''2H(;BBA31
(2;BBA3++4-0''%&%&-/++&
&!&2/#-&%&31K/
I+&&%&%&%+%44
+&2/et al.;B6531
L%%/++&0''/%&%)2.)3%-
%&%&)2..)31.)..)--!-&/+-/
%%&%&2H:/+;B6=31K///%//&+
/%&/.)+/%&9&
+%&+%&)20;BB?31)%/*%&
++++-+%+%%&/
2$-;BB53%&%4+/%++
+%+++&2;BB? ($et al1;B6=31
+%&%/..)%%%&/4
++%-&&
&++%/2($et al1;B6=31)
&%%%8-%%2%
HCQ;B6<3-%:/+G2;B6=3!&
F%&%+%%/G-%&#&/+%
,)1
K/%&-..),)2;BB@3%+,)
&)2($et al1;B6= -H;B6=31,)
%&%&+%+&%
+&%%%+%++-+
2($et al1;B6=31/+GF%/+G-2;B6=3
..)cultural informaon++,)%+
%technological informaon1&*%&&%
-..),)%%/2$+H+;B65 
;BB@31..)-&%&/
%&///+&//,)-9
*-F%/+G+--2;B6=3
%&&4/1
.&%%%-8++&I48&+
+/--&2Ket al.;B6B3/-+&+
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+-)/&/%&)
%%+2;BB>31$et al.2;B6<3/
&&-!+%/&#G&
/+&&%&//!///
8&%&%&,)&&E+/%%!1
)+%%//-+%0''!+/+%%&
+/!#+2$H$/6A@A3+%+/
+/!-2Cet al.;B6B31.&%+%%/
-++&%-%#%
&+2H(;BBA31/et al.2;B653-
++4-+%+&+&/&
--++4+1)%!!
%-%&%&++8&!+/+-/
/%+!++&%/%%&
%++++-2:H$%;B6<31:$%2;B6<3
9%&%+%%/-//%
//+%1+9-
/&/&+%//%&%
*%+&&1)+%$-2;BB53/%&%+%%/%
--/++%&+++++-//4
4+/-%/-+%/
++&1
$&9..)&+%&%)+%+/#
++&/+%*//-
/++%&%&2$-HC;BB=31,)++
-&%+&/%&%%&-
%1
)%%&%+%%/%%/,)-!&
/++%1)-%&%+%%//+
%++%%&%+
/-/%%%%/%%/9
%%2et al.;B6<31%+9&2(*;BB> 
et al.;B6<3//%&%-&1%
&-&-%&%/+%%&%&
+%%/%%&+-+
1%&%%%-//-
-+%+%&%G///
207H;B6<319&+%/%%%%
%%9&&/&-&&
/&%%-%%&2$&et al.;BBB31+%
8+%/%&/%4-+1%&%
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%+-+-+%%/%
%&%/++%/2et al.;B6<3/!&
&/,)%&-1
1.5 Study aims
+%+%%/-&//
+&-!%%&++++-G
/-!//+
&1(%!/9&D
630%&-&//,)//+-!
%%&R
;30&-&+%%/++R
53)///++%%/%++&R
<3)+%%8&++&//++-!
+&R
2. Methods
2.1 Study sites and rationale
.&%+%%/%-!++&+K
2:/631(+--%&!#1!+
+#+%++&/4
&/2:;B6;31-!6A>?+G%-
>;5BBB-/2(K;B66310-!+%
+;B65/;B5&-/!
S6BB+2&+&+/%
%&9&%-%320.K$;B6531;B6=46>
+-!*--4+&+
2"$'$;B6=31K&/%O;=BT
+/F,/:0/G/%/-;B@64;6BB/+
%%&2:*4/et al1;B6=31+
/-!1
%&2:/63&-61%
++-!-%&!&
-,)%%&++&8///%*&/
++//+++%!!1
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-61$&%
Region Bushre
risk1
Signicant
re event2
Populaon3Geography Engaged
bushre
groups4
Part of BRN
program5
Ke&ering  *+ 6A>? A@< ' U +
St Marys "

*+ ;BB> @BB ' U U
St Helens "

*+ ;B6< 6<A@ .4- " +
Tolmans
Hill
- *+ ;B6< <AB - " "
6+'+%%-.2.3;B6B1KAP;P;B6>
V%DPP111P%P*B5P'WK+W(%%/X1;/!D+++!&1
+//+-P++%+21/1
-O31,+&P15;B66$K&&2K31<0++
%4*&/-%&/++4!+/+4/%R1/1/-/%+&/-
%1=!4'"/-D"%'" +//+ U++1
V%DPP1-!/-11/1PX1
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.&%/D263%%/%&%%
2et al.;B6=32;3253&++
!/%-++/&/1K
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*%E%++%2Y=B3-*%
1)+&+++%(2Y6=B3
2Y6=B3+1%&+-
/+-21/1+:
++/&3//%+&:-2-//%/
X6@31
2.3 Workshop process
%"+-0+-;B6=<4=
%1%%&%+&%+%%/+4&&
++-*%//
++++--1%%&
%%+%%/&2%%*+AB+3-25B+3/+%%/
&2%%*+?=+3-%&%+%9&26=+31.
%&/:%&+'"
%/+1!%%+%&%
%%%-+&
--&-+:+I+/
+/+%&1
%-/+
*%%&&1!&%%+%%/-%&%
/%;4=/%+/2#K63%/%+%2#K63 ++
%&% 2I:+/F-%G+&3
2#K;3-%%%&+&&1
.&%+&+%-!
%%&++/+-&%41
**%-&+%%/%&%+%
%-1%///&
+/-%%%/%--!
++-%%%%/+++/%+4
4%&+%/&
:F%G1K+%&*%&%%+%
/%1:/;%*+%%%+%+%/*1
&2/+%%/3&/+&+/%
+--+%1/)&+ M+%%N+21#+%1+3
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%//%/%%+%2/%&%
#+%3'7+%-%&%-/-
-%%+%+%-%1.&%
+%P+/-1%N+-%
8/1K%&%-
%&P-/+&%%/1
.&%-%-+&9
1:/5%*+%+%/+%1
K9&+%-%&%%-9&&9&
//%/*%+%%/+++&
+%%/+/++-!%%&++
%&%,)1Z&%
(J*/K&&2K3;B66
$1C///-&+%&%
//&+-1
:/;1K*+%%%+%%/C/%
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556
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:/51K*+%/+%M+%%N+%/C/%
3. Results
516.&%+/%
+56%&%/2C/Y6> (
YA YB +Y>31+%
+%9&1K-&+2=5T3+2<?T3%&%1
/-&%&%5=2/5=4=BY;BT =64?BY=5T 
X?BY;?T31:/<%+%-/%&+%
%++%%&1ABT
%26BT3%2>?T3265T31(%&%
++=2?>T3;<T/+;B1=?T
%&%&9!&+O+%2<?T3&2=BT31
66
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5<A
5=B
:/<1%++&%&/%%&%%&%/
/%+%K;B66$%%&1
3.2 Workshop observations
3.2.1 Parcipant interacons
.&%%%+&--!%%&
++191)%&
%%+%%/&/%&%&1+%&%-
/-++++-++
&//+%%/&&+-%%2
%%+&/+%%31
)&%%//+%%/&1+E9/
&&-9%&%&/&1)+
%&/%++-%2-%%+%+%3/
/%++%%&+%&%--
/&+-/1KJ&&+//
&++/%&+%%/++-/
+%1
3.2.2 Group Discussions
6;
5=6
5=;
5=5
5=<
5==
5=>
5=?
5=@
5=A
5>B
5>6
5>;
5>5
5><
5>=
5>>
5>?
5>@
5>A
0+%+%8-+%%/+
,)4+%+-%%-++%
[/10%-%//-!++%
+%%+&%+
-+%%/%&1
.&%/-%/+%%/-&
-&51;161+%%/-%%4
//+&-!%%&&&+//%%
-/%!///1
-+%%-*+/!+&21/1%%&
/-3-&+/+&
-&/P%%+++%
%&/21/1 ) 31
3.2.3 The informaon contributed
%&%+%%%&!
++++&%%%&#
4-FG%+-
%-&1
/!&&%&%-
++%%++%-1)+
+-/+-//-G
++&C/%&%%%4
//-4-!+/+/%+%1.&%
+%+++/-+%/-!%%+1'/
-+++%&!&%/8%+-
-/++&1.&%/+%%+
+////+-!%%&++
-+/%1
3.3 Questionnaire responses
3.3.1 The user experience of mapping community informaon
%&%-*%+%%/+&
++%&1A?T%&&-!
%%&A?T/+%/8&%+&
??T+/--!%%&++/+%%/
*1.&%++%%&%%-
/-/++/%//++
+//+//-!1
65
5?B
5?6
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5?@
5?A
5@B
5@6
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5@5
5@<
5@=
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5@?
5@@
5@A
5AB
5A6
5A;
5A5
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/&&++++-+%%&%
%&//%&*%A<T!+/%+
--!%%&&&++1+
%&%++/-!%%&-
&81:*+%D
\)--6?---]%
%/+/--
++^29&%%;B6=31
L++G%-&!
%+%%/&&1
:/=%%&%G%%&%%&%+%%/&&
%&//+<2/3+%&/*%
+++%%/-!%%&1
:/=17+%%&%+%%/*/+<
2/3+1-%+-%
F//GF0/GF"GFK/GF//G7+
%%&%%/1
%/2;>T3+%-%&%/
+&%-+++%+&-!
%+&10%
@>T%&%-+++%+
%1
3.3.2 Paper mapping versus digital mapping
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)%9&8-%%+%%//++,)
/+%%/%&%-/+2-;31:/>
%&%%%%+%%//+%%/+
%+-++1
:/>1+-%/%&%%/+%%/+KD
+D-++1
-;1/,)+%%/+&!-%%&%1
Strengths Weaknesses
Paper
Mapping
P-+/ 0I+
)& !+%
/% '&/+%+/
(E%_1/1/ ./-
"%

7+P-%/


7+P++

'
)+&-/
-1/1)
Digital
Mapping
/& /I+
K-+ 0/_
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$&/+& /
)/ )P+&
$#+P%&_
/-
)+&!&_+//+

% $/+%
/ %+)%N+
(-- 0%%P
(&%+&1/1
+/
+
/PJ
0-+-
+%-
+&+%%R
1/1%-
L-
+&1/1!%
K-
3.3.3 The informaon mapped
.&%--+%%+&1@<T+&
%?<T/++-!%%&1
A5T,)-+/+/+&1A<T-%&%,)
++++-%%%&%
%+&-++-++1L%&%
++D
\.%/`-1)11%1"
%&#^29&%%;B6=31
4. Discussion
%%%&%&%-,)++
-!%%&1'%+%%//%&+&
-!%%&++++--
/-!//+&1
!/-*+%1
4.1 Study sample
+%&+%56%&%*%&!/
-%%&%&%&%%V5=/
%&%%X=B2:/;31,-/%*%//
/%%&/%%1
)/-%%&,)F-G++-&/ 
+%-%&R%&%++%#
/++//+0''%&
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8/&&'"*%-%&%&20K;B6>31
-+%//+-
++%%++81/
%%&%+%%/%&+%
*--++%&%/+2;B6>3
+%%%%1
0%*+8%/+
%-+&+-%1K*&
%%/-4++4%+&//a+
/&++/&+//
//*$4$72%++&;B6=3&
+%%&-++1
++%#%*%
%&%1.&%%+++<%&%&/%/
%//++%%/&&-&/%&%/
%%/%/
%%%&%,)+%%-!%%&//+1
9&&/9&+%/&
9&/-&&9&
+%/+%F+G*+/%+
207H;B6<31+//%+%
+%#>46;2I;B653-+%&%&
9+/+%#1-!9&+&/
*%%&%+%#26AA=31)%E
++%%%&%-
%%&%4&
!&1+/#*%%
+%+8+%1
<1;)//
)%!+*%%%&%//%&
-&/,)///-!%%&1/
8/--!8++-++
+//-*%1%,)%%&/
/+%%/%%%+///%!-/
+%%1-&0''4//+81L%
+%+..)&&%&%%+%
%O-%&%&+%21/1;BB;31
.&%--+//%-+%
/-!/%-+&
/-%/+%%&%1(%%/-//%
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++%+&-+
-*&/+%++&4
*%&*%+-!4+%%/1
(2;BBA3//4-+%%
9+%&%++//1($et al.2;B6=3
/%&%+%%/+/%/+,)%O
--/12;BB?3%/!%&/
+,)//%+-+-G&&
*%1
'//+///%+%%/-
++1+%/++%*%//+
9/1/2;B6;3+%
%%+&%K
;B66//,)&&%+%%
+++%1%--\
/&/+/%%
+++%^2et al.;B6; "et al. ;B6631$
++E++++-G
-!%%&%&+1.&%+%%/&
%&%--+//+%
++1,)%&%+%%/++&
-+&%&-&//++
1////%&%&
%++++-+%+&+&
-/[-2+et al1;BB?3/+%
2(%;BB?31
)*+/%&%A<T
%&/,)++++-%%
-&///%-/++1)-!
&-*%%-+
++/G%-&&1
)/++%%/%8&++&/
/++-!+&%/+2:/>31+%/
-%%%/&a+
*%1'-;1B/+++-2et
al.;B6= .;B6=31/=?T%&%&4-
%/+%%/+%E+%---2;B6=3
%&,)-+&+/
&1+/2;B6>39&%+,)%
+%F%%G/%&%+%%/J
+%/+1L%&%+%%/%%%&-
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%%%/,)&&++-
%1$-C2;BB=3+&/%-+
++%+%//
+%1:++-!%%&+-&%%/+%%/+-
%%%++&-;%&%&
,)/1
.&%G-%&+&4#
-%2%HC+/;B6; et al.;B6=31&
8++/+-92L+H%&
;B66 /et al.;B6>3/9-+O
%-7G7%++&/
&/+21/1et al.;B6B319&+-
I&+++4+%%/%O8&4&1L-;1B
%N+$!/+%+-%&&/
+&-2($et al1;B6=31($et al.2;B6=3
/-&++%&%+%%//%&/
-,)1
.%&%%&-
+&-4-%N+1)+&+%%--
%%+-&%&+!-
+1K+&%%+21/1
3+&%+%+%1-
2;B6=3//&+/&%%&
/&%&/+-9&+/1,)
%&*-E++&1:*+%&!&+/
%%&%%/%&+&
-1%&,)E++&%-
+/++%1.&&
%,)+-9%&
/++-%%/&/+
+O&1
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)+%/#+++//+-
%%-&%%Gperceived%%
//-!%%&&*%/+
-/1-%%%/
-&/&//4++%%&%+%%/-!%%&
//+++1
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+%9&/+&&4
%,)&&1'&-++&+
-9,)%%&2-H;B6=31-+/
+%%&%+%/%&/2H(
;BBA31:+%F+%G,)+-
+%+-+R%+-4-%N+
,)+%%-/%-&%-
+/+/+&2et al.;B6>3/-,)
%&1+J-%4F++G+
/E*-%%&/&&&2H(;BBA312;B6;3
//+/&G//++%&%&&
/+%/-+%!&
%-+%////%-*%F*%44
G/-17/9+%%&
-/%&%+%%/&&+-++&%%%
/&+%%1
5. Concluding remarks
C-&%&%+%%/-!+/+%+&
%-/-/+&%&%&1+
%&%+%%//,)%/%%&++
/*/G//+%-0''1
:*%!/++%-
%%&1%!/&/9&
++%&-
//&/+++%#/+%//+-
%%&///%&P4%/%1
-!/++++-+/++&/+/
/&+%%%&%-+4%%%
%/&+-1K&
/+-9+//+++&-,)4
/++&-//
++//+1)*&/++//+/+%%/-&
%&%/&/-&/++-!
+&1,)%%++//+-
-+%///1
Acknowledgements
%%-)&K&:$++
K/!"#$%&'$1
%&%/%-.(!4'
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"/-++:1+
&-1'$K%%"1;B65P6B>A1
References
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1Technical report published by the Centre for Embedded Network Sensing1
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... The more complicated and complex the software becomes; the less likely underrepresented groups will be able to participate or feel that the decision-making process is fair . This can introduce social strife between 'in' and 'out' groups leading to feelings of injustice and frustration (Haworth et al., 2016). In Sect. ...
... The costs of a software or hardware can be a barrier for participatory processes. Haworth et al. (2016) mention several advantages but also disadvantages of participatory mapping based on paper and on a digital form. Resource costs for paper mapping is one of the disadvantages (Haworth et al., 2016). ...
... Haworth et al. (2016) mention several advantages but also disadvantages of participatory mapping based on paper and on a digital form. Resource costs for paper mapping is one of the disadvantages (Haworth et al., 2016). Paper mapping requires C. Klonner and J. Norze access to a printer, paper and pens. ...
... This allows more comprehensive risk mapping (Reichel and Frömming 2014;McCall and Peters-Guarin 2009) and enables transcending different scales of knowledge. Participatory mapping has been used to gather knowledge on local bushfire preparedness (Haworth et al. 2016) and flood impacts (Brandt et al. 2020). It is also beneficial for assessing local needs for warning systems, relief centres, and shelters, prioritising risks, and mapping experiences of slow-onset hazards, as well as resilience and adaptation (McCall and Peters-Guarin 2009). ...
... Furthermore, PGIS can be used as a way to communicate ideas about vulnerability and share information (Canevari-Luzardo et al. 2017), and to analyse and display how different scenarios of disasters could play out on the landscape (Voinov et al. 2018). Fruitful participatory research processes have been noted to positively contribute to the resilience knowledge of participants as well (Meyer et al. 2018), and they can lead to increased social connectedness and engagement in risk reduction (Haworth et al. 2016), improving the interaction between different levels of governance. ...
... Social media also tends to emphasise more populous areas during disasters , which means that the number of messages is not a good indication of event severity (Xiao et al. 2015). Second challenge is data quality assurance and source trustworthiness (Haworth et al. 2016), including weeding out misinformation (Imran et al. 2020). Third, handling large amounts of data and extracting relevant information and summarisation into useful form can be difficult (Haworth and Bruce 2015;Imran et al. 2020). ...
... The literature also suggests that in such community-based processes the adoption of participatory approaches is essential to engage communities living in risk areas, capture local knowledge and resources available in the territories and strengthen adaptive capacities [26]. In particular, community participation through participatory mapping (PM), also known as volunteered geographic mapping [27], is considered an interactive approach that uses visual methods to access individual and community knowledge, which enables blending mapping activities with other participatory approaches for reducing disaster risks (e.g., community risk assessment methods), and which has been widely adopted in CBDRR processes [28]. ...
... This method seems therefore to contribute to the identification of critical issues as well as to the illustration and interpretation of risk areas and local vulnerabilities, allowing desired and useful community risk reduction measures to be addressed [6]. Thus, it can be argued that PM represents an opportunity to (i) promote social learning, (ii) broaden the understanding and preparedness for forest fire risk, and (iii) strengthen the community's connectedness and involvement in DRR, representing an important social practice to enhance adaptive capacities [27]. Promoting social practices with communities living in at-risk areas helps to build personal and collective identities, and knowledge for fire risk management [7], support social learning and new practices [30], and enact ways of sharing tasks and responsibility to achieve local resilience [31]. ...
... In addition to its importance as a source of locally based data, participatory mapping is a valuable social practice [27] involving the landowner community of Monchique. Based on the interpretation of the map the collective debate was encouraged as well as the sharing of knowledge and experiences among the participants, about the main local risk and vulnerability factors. ...
Article
Full-text available
Local knowledge and communities’ active role in disaster risk areas are recognized in the literature as key conditions to better understand risks, enhance adaptive capacities and foster local resilience. A participatory action research project in forest fire-prone areas in Monchique, Portugal, is aligned with the literature and adopts participatory mapping as a method that can bring evidence to the importance of local knowledge and communities’ agency. In the BRIDGE Project, different types of knowledge are integrated, triggering local/collective agency and fostering a forest fire community-based disaster risk reduction (CBDRR) approach. An innovation laboratory (InnoLab) provides the space for dialogue and knowledge sharing for different actors that manage forest territories. In the InnoLab, participatory mapping is used as a method to engage landowners where risk factors and local vulnerabilities were identified. Their active engagement enabled a collective perception in the assessment of vulnerability and led to the identification of strategic measures for risk reduction. This paper shares the process and outcomes of this participatory mapping, highlighting the benefits of a community approach and the importance of local knowledge and practices as recognized in the literature. It also reveals how the active role of local stakeholders can help drive a CBDRR process.
... To close these gaps and guarantee that marginalized perspectives are heard and represented in community-led processes, efforts should be undertaken (Bittner et al., 2016). Outreach campaigns may be organized to raise knowledge of and interest in VGI initiatives, particularly among marginalized communities (B. Haworth et al., 2016). People who might not be technologically savvy or digitally literate should receive training and assistance. ...
... It is crucial to offer in-depth training and technical help to people and communities engaged in VGI activities in order to solve this dilemma (B. Haworth et al., 2016). Data gathering methods, data analysis methodologies, and digital literacy abilities can all be improved through capacity-building programmes. Additionally, it is important to provide user-friendly tools and platforms while taking into account the varied backgrounds and abilities of potential VGI contributors. ...
Chapter
Volunteered geographic information is a crucial tool in disaster response and recovery, transforming data collection and sharing. It has significantly improved disaster management by providing insights into urgent needs, damage estimation, and resource allocation. The distribution of VGI during relief efforts has greatly benefited from social media platforms, supplemented by hashtags and machine learning techniques. Mobile and web-based technologies and community involvement have improved coordination and decision-making. VGI is crucial for monitoring development, evaluating infrastructure, and assisting risk assessment during the recovery phase. It's important to pay attention to issues like data quality, privacy, inclusivity, complexity, obsolescence, appropriateness, accessibility, and technological infrastructure. Future studies should concentrate on automated systems for data validation, resolving privacy and security issues, and encouraging marginalized people to participate.
... In practice, however, the emphasis of participatory mapping exercises tends to be less on questioning or reframing existing knowledge, and more on tangible results. Such results include, for example, the cost-effective generation of information in contexts of data scarcity (Brandt et al., 2020), and increased levels of disaster risk awareness and preparedness among "stakeholders" (Haworth et al., 2016). Where Haraway views both scientific and non-scientific knowledge as partial and situated (see also Verran and Turnbull, 1995), disaster researchers uphold a clear distinction between geostatistical data on the one hand, and local or indigenous knowledge on the other. ...
Article
Purpose Mapping and Geographic Information Systems (GIS) are widely used in disaster research and practice. While, in some cases, these practices incorporate methods inspired by critical cartography and critical GIS, they rarely engage with the theoretical discussions that animate those fields. Design/methodology/approach In this commentary, the author considers three such discussions, and draws out their relevance for disaster studies: the turn towards processual cartographies, political economy analysis of datafication and calls for theorising computing of and from the South. Findings The review highlights how these discussions can contribute to the work of scholars engaged in mapping for disaster risk management and research. First, it can counter the taken-for-granted nature of disaster-related maps, and encourage debate about how such maps are produced, used and circulated. Second, it can foster a reflexive attitude towards the urge to quantify and map disasters. Third, it can help to rethink the role of digital technologies with respect to ongoing conversations on the need to decolonise disaster studies. Originality/value The paper aims to familiarise disaster studies scholars with literature that has received relatively little attention in this field and, by doing so, contribute to a repoliticisation of disaster-related maps.
Article
Over the last three decades, PPGIS practices have shifted from a paper to digital format and have become cheaper, more user-friendly, and more versatile. The literature recognizes the potential of PPGIS, but researchers also note that the impact of PPGIS in practice is not yet pronounced. This study seeks to identify the barriers that hinder the widespread adoption of PPGIS in planning practice. Building on the literature, an analytical framework is developed to identify three main categories of barriers and their respective subcategories. This analytical framework is complemented by the results of five workshops with practitioners on the use of PPGIS in planning for green open spaces. This mirroring of literature and empirical data clarifies which (sub)categories are actually perceived as barriers and which are not. The findings show a shift from epistemological and technological barriers to cultural barriers that involve institutions and participants. While each of the three categories can start or stop a PPGIS process, having a pioneer in at least one category can aid in overcoming the remaining barriers. "There is little difference between obstacle and opportunity; the wise are able to turn both to their advantage."-Machiavelli.
Chapter
Participatory Mapping (PM) incorporates a diverse set of tools and approaches for planning, gathering, and utilizing spatial data for collective place-making and action. Its roots span centuries-old traditions of indigenous storytelling and local oral histories, as well as pictorial images and computer graphics and what we today recognize as maps. This edited volume prepares the reader to choose the appropriate participatory mapping software for a project or a course by providing a brief history of its origins, essential terminology, trends and gaps, and major debates. Our purpose is to present readers with a common framework for assessing and selecting amongst alternative participatory mapping approaches and the principles used to build supporting technology. The evaluation framework outlined in this chapter lays the foundation for each of the software-focused reviews and case studies.KeywordsTechnologyMapsEvaluationParticipation
Chapter
Participatory methods are a great support to engage residents into disaster risk reduction. Their experience and knowledge about previous disasters, such as floodings, can support the preparation for future events. How can their knowledge be captured in an easy and fast way so that local authorities can use the methods themselves? How can the results be made available in a digital form for the use within disaster risk reduction processes? These questions are answered by the Sketch Map Tool, which combines analogue data collection with digital data processing. A paper map with OpenStreetMap (OSM) data is used for participatory mapping with residents. These sketch maps with the markings of the participants can be uploaded to the Sketch Map Tool website where they are automatically georeferenced. Results can be downloaded and used in a geoinformation system (GIS) for further risk analyzes or to create risk perception maps based on the collected information from all participants. The Sketch Map Tool can also be used in combination with questionnaires in order to gain insights into the background of the participants and further information about the disaster. The quality of the OSM data can be analyzed beforehand to evaluate whether participants can easily orientate on the map during the mapping activity. The automation of the steps allows the use of the tool with little technical knowledge. Further, it is an open-source software so that communities with limited resources can also use it for their own projects. When using the Sketch Map Tool, the users are encouraged to follow appropriate guidelines and regulations regarding data protection. It is the duty of everyone to ensure good practice.KeywordsParticipatory mappingLocal knowledge Sketch map tool Disaster risk reduction
Chapter
Strategic brand management presupposes the use of different strategies. The dimensions. In this theoretical chapter, the authors analyze how the most known concepts are related. As a result, brand equity plays a great importance in brand image and brand identity, implying different approaches in the communication process of brands. Consequently, storytelling plays a specific role in brand communications, especially digital storytelling. Creating appropriate narratives, brands can improve customer engagement, consumer’s emotional involvement and loyalty.KeywordsBrandingBrand equityBrand image and identityStorytellingNarrativesCustomer involvementConsumer’s memoryDigital marketing
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Forest fires have caused devastating social and economic damage in the forest-dependent regions of Portugal. This phenomenon can accentuate in the following years due to many factors that can aggravate conditions like extreme drought, lousy forest management, or interior depopulation. On digital platforms, forest fires are a target of investigation and analysis. The results point to a few varieties of mobile applications, most of them focused on the combat phase. The ones about prevention are limited and with little interaction. This work summarizes the Portuguese situation respecting forest fires and presents a study of the country’s existing apps and prevention campaigns. Based on the analysis of interviews conducted by the orientation team, a mobile application oriented to the active participation of the community in the prevention of forest fires was conceptualized, prototyped, and tested. This app lets users add alert points and/or public actions on a map and give them space for discussion and helpful information.KeywordsWildfires preventionMobile app designInteraction designCommunication design
Article
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With the ubiquity of advanced web technologies and location-sensing hand held devices, citizens regardless of their knowledge or expertise, are able to produce spatial information. This phenomenon is known as volunteered geographic information (VGI). During the past decade VGI has been used as a data source supporting a wide range of services, such as environmental monitoring, events reporting, human movement analysis, disaster management, etc. However, these volunteer-contributed data also come with varying quality. Reasons for this are: data is produced by heterogeneous contributors, using various technologies and tools, having different level of details and precision, serving heterogeneous purposes, and a lack of gatekeepers. Crowd-sourcing, social, and geographic approaches have been proposed and later followed to develop appropriate methods to assess the quality measures and indicators of VGI. In this article, we review various quality measures and indicators for selected types of VGI and existing quality assessment methods. As an outcome, the article presents a classification of VGI with current methods utilized to assess the quality of selected types of VGI. Through these findings, we introduce data mining as an additional approach for quality handling in VGI.
Article
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'Crisis maps' are crowd sourced web 2.0 maps designed to respond to natural disasters and escalating political conflicts. They are archetypal web 2.0 maps: interactive, dynamic, public, fuse together different information streams, and can employ both custom-built professional platforms and homemade software. Crisis maps work by georeferencing events that occur throughout a crisis, such as reports of damage, needs and casualties or protests, fights and arrests. Data sources are diverse and range from news broadcast by traditional media outlets and NGO press releases to geotagged Twitter reports, YouTube videos or SMS text messages. Hence, at least potentially, any person connected by mobile phone or internet can participate in the generation of crisis maps. Crisis maps appeal explicitly to a participatory ethic in order to help those in need. Drawing upon an explorative sample of crisis maps, this paper shines a critical spotlight on notions of participation in crisis mapping discourses, looking at different sorts of crowds participating; the rhetoric that draws them in; and the practical ways in which people contribute to the maps. The paper concludes by questioning imaginations of crisis maps as a participatory bottom-up representation of 'ordinary voices' on the ground.
Article
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Volunteered geographic information (VGI) refers to the widespread creation and sharing of geographic information by private citizens, often through platforms such as online mapping tools, social media, and smartphone applications. VGI has shifted the ways information is created, shared, used and experienced, with important implications for applications of geospatial data, including emergency management. Detailed interviews with 13 emergency management professionals from eight organisations across five Australian states provided insights into the impacts of VGI on official emergency management. Perceived opportunities presented by VGI included improved communication, acquisition of diverse local information, and increased community engagement in disaster management. Identified challenges included the digital divide, data management, misinformation, and liability concerns. Significantly, VGI disrupts the traditional top-down structure of emergency management and reflects a culture shift away from authoritative control of information. To capitalise on the opportunities of VGI, agencies need to share responsibility and be willing to remain flexible in supporting positive community practises, including VGI. Given the high accountability and inherently responsive nature of decision making in disaster management, it provides a useful lens through which to examine the impacts of VGI on official authoritative systems more broadly. This analysis of the perceptions of emergency management professionals suggests changes to traditional systems that involve decentralisation of power and increased empowerment of citizens, where value is increasingly recognised in both expert and citizen-produced information, initiatives and practises.
Book
The phenomenon of volunteered geographic information is part of a profound transformation in how geographic data, information, and knowledge are produced and circulated. By situating volunteered geographic information (VGI) in the context of big-data deluge and the data-intensive inquiry, the 20 chapters in this book explore both the theories and applications of crowdsourcing for geographic knowledge production with three sections focusing on 1). VGI, Public Participation, and Citizen Science; 2). Geographic Knowledge Production and Place Inference; and 3). Emerging Applications and New Challenges. This book argues that future progress in VGI research depends in large part on building strong linkages with diverse geographic scholarship. Contributors of this volume situate VGI research in geography’s core concerns with space and place, and offer several ways of addressing persistent challenges of quality assurance in VGI. This book positions VGI as part of a shift toward hybrid epistemologies, and potentially a fourth paradigm of data-intensive inquiry across the sciences. It also considers the implications of VGI and the exaflood for further time-space compression and new forms, degrees of digital inequality, the renewed importance of geography, and the role of crowdsourcing for geographic knowledge production.
Technical Report
Fire danger has increased in recent decades, and is projected to increase further with global warming. We assessed the regional changes in fire danger that are projected to occur in Tasmania through to 2100 under a high emissions scenario. In contrast with previous continental–scale studies which show little change in Tasmanian fire danger, our results indicate an overall increase in fire danger, especially in spring, with more days per year likely to require total fire bans. This increase in fire danger will have social and political implications. Projected changes to extreme weather events More extreme events have been recorded over the latter half of the 20th century, coinciding with changes to climate over that time. Higher maximum and minimum temperatures, more hot days and fewer cold days, and more intense rainfall events have all been observed and are expected to increase with future climate change. The Intergovernmental Panel on Climate Change (IPCC), in its fifth assessment report (AR5), concluded with high confidence that climate change would lead to increases in the number of days with very high and extreme fire weather. The greatest increase is expected in regions where fire is not limited by the availability of fuel, such as in southern Australia. The IPCC identified increased fire weather, along with complex impacts on vegetation and biodiversity changes, as a key risk from climate change to people, property, infrastructure, ecosystems and native species. The aim of the Future Fire Danger Project was to understand the changing risk of fire danger in Tasmania. This study builds on the scientific knowledge, fine–resolution climate simulations and the communication network generated by Climate Futures for Tasmania. The study used observations and models to examine changes in fire danger over recent decades, then used climate model projections, including high–resolution simulations for Tasmania, to assess projected changes of fire risk in the future.
Article
This paper investigates research using VGI and geo-social media in the disaster management context. Relying on the method of systematic mapping, it develops a classification schema that captures three levels of main category, focus, and intended use, and analyzes the relationships with the employed data sources and analysis methods. It focuses the scope to the pioneering field of disaster management, but the described approach and the developed classification schema are easily adaptable to different application domains or future developments. The results show that a hypothesized consolidation of research, characterized through the building of canonical bodies of knowledge and advanced application cases with refined methodology, has not yet happened. The majority of the studies investigate the challenges and potential solutions of data handling, with fewer studies focusing on socio-technological issues or advanced applications. This trend is currently showing no sign of change, highlighting that VGI research is still very much technology-driven as opposed to theory- or application-driven. From the results of the systematic mapping study, the authors formulate and discuss several research objectives for future work, which could lead to a stronger, more theory-driven treatment of the topic VGI in GIScience.