A “Living” Atlas for Geospatial Storytelling: The Cybercartographic Atlas of Indigenous Perspectives and Knowledge of the Great Lakes Region
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This article presents and discusses the cultural and technological contexts of the development of the Cybercartographic Atlas of Indigenous Perspectives and Knowledge of the Great Lakes Region in Ontario. The atlas was developed to enhance the capability to recover the systemic nature of traditional Indigenous knowledge by electronically interrelating different forms of expressive culture (language, oral traditions, items of material and visual culture, historical documentation). To reach this goal, this atlas includes a “living” geospatial database that serves as an artefact repository and enables communities to contribute geographically relevant knowledge and to develop their own interactive, multimedia online geospatial stories through modules or sections. Two of these modules are discussed here: a treaties module focusing on the survey phase of the Lake Huron treaty process, and a culture module geared toward engaging Aboriginal artists, community members, and high school students in contributing to the development of this community-based atlas. The discussion concludes with a critical look at the potential of cybercartography and the challenges that remain, especially when it comes to further developing the “living” and the collaborative dimensions of cybercartographic atlases.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it