This article describes experiential-learning approaches to conveying the work and rewards involved in qualitative research. Seminar students interviewed one another, transcribed or took notes on those interviews, shared those materials to create a set of empirical materials for coding, developed coding schemes, and coded the materials using those schemes. Students' input reveals that these assignments were more effective than readings and discussions in conveying the challenges and rewards of qualitative research. In particular, the coding assignment revealed the labor involved in doing qualitative research, but also the insights qualitative research can lead to. Others are urged to try similar assignments.

Motion in Maps, Maps in Motion argues that the mapping of stories, movement, and change should not be understood as an innovation of contemporary cartography, but rather as an important aspect of human cartography with a longer history than might be assumed. The authors in this collection reflect upon the main characteristics and evolutions of story and motion mapping, from the figurative news and history maps that were mass-produced in early modern Europe, through the nineteenth- and twentieth-century flow maps that appeared in various atlases, up to the digital and interactive motion and personalized maps that are created today. Rather than presenting a clear and homogeneous history from the past up until the present, this book offers a toolbox for understanding and interpreting the complex interplays and links between narrative, motion, and maps.

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resumoO presente artigo apresenta idéias sobre como repensar a cartografia para a escola. Aportes filosóficos e teóricos para uma cartografia crítica na prática são propostos. O exemplo da arte com mapas é usado como ponto de partida para refletir sobre novos caminhos na disciplina. Essa abordagem alternativa do estudo de mapas é ilustrado através de diversos exemplos da sala de aula (exercícios com mapas mentais, imagens na internet e a leitura crítica de livros didáticos de geografia). Argumenta-se que a cartografia não serve apenas para fazer a guerra, mas também para formar cidadãos.Palavras-chave: cartografia crítica; mapas na arte; cartografia na sala de aula.

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