Citizens are increasingly becoming an important source of geographic information, sometimes entering domains that had until recently been the exclusive realm of authoritative agencies. This activity has a very diverse character as it can, amongst other things, be active or passive, involve spatial or aspatial data and the data provided can be variable in terms of key attributes such as format, description and quality. Unsurprisingly, therefore, there are a variety of terms used to describe data arising from citizens. In this article, the expressions used to describe citizen sensing of geographic information are reviewed and their use over time explored, prior to categorizing them and highlighting key issues in the current state of the subject. The latter involved a review of 100 Internet sites with particular focus on their thematic topic, the nature of the data and issues such as incentives for contributors. This review suggests that most sites involve active rather than passive contribution, with citizens typically motivated by the desire to aid a worthy cause, often receiving little training. As such, this article provides a snapshot of the role of citizens in crowdsourcing geographic information and a guide to the current status of this rapidly emerging and evolving subject.

Citizen science is a growing field of research and practice, generating new knowledge and understanding through the collaboration of citizens in scientific research. As the field expands, it is becoming increasingly important to consider its potential to foster education and learning opportunities. Although progress has been made to support learning in citizen science projects, as well as to facilitate citizen science in formal and informal learning environments, challenges still arise. This paper identifies a number of dilemmas facing the field—from competing scientific goals and learning outcomes, differing underlying ontologies and epistemologies, diverging communication strategies, to clashing values around advocacy and activism. Although such challenges can become barriers to the successful integration of citizen science into mainstream education systems, they also serve as signposts for possible synergies and opportunities. One of the key emerging recommendations is to align educational learning outcomes with citizen science project goals at the planning stage of the project using co-creation approaches to ensure issues of accessibility and inclusivity are paramount throughout the design and implementation of every project. Only then can citizen science realise its true potential to empower citizens to take ownership of their own science education and learning.

Abstract:A protocol for the collection of vector data in Volunteered Geographic Information (VGI) projects is proposed. VGI is a source of crowdsourced geographic data and information which is comparable, and in some cases better, than equivalent data from National Mapping Agencies (NMAs) and Commercial Surveying Companies (CSC). However, there are many differences in how NMAs and CSC collect, analyse, manage and distribute geographic information to that of VGI projects. NMAs and CSC make use of robust and standardised data collection protocols whilst VGI projects often provide guidelines rather than rigorous data collection specifications. The proposed protocol addresses formalising the collection and creation of vector data in VGI projects in three principal ways: by manual vectorisation; field survey; and reuse of existing data sources. This protocol is intended to be generic rather than being linked to any specific VGI project. We believe that this is the first protocol for VGI vector data collection that has been formally described in the literature. Consequently, this paper shall serve as a starting point for on-going development and refinement of the protocol.

This study focuses on the information content of the geospatial databases used to guide pedestrians as well as those with disabilities. In this paper we introduce an information model for describing this content. The model covers the physical environment faced by a person moving on foot. We have used the Unified Modeling Language class diagrams to formalize the information model on a conceptual level. The features are divided into two abstract top-level classes: one allowing pedestrian access and the other hindering it. A consistent and comprehensive pedestrian network is at the core of the model. The model also covers other geographical information to increase accessibility. The aim of the created information model is to help data providers to collect and store appropriate data using the appropriate methods.

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