Reference Desk
Abstract
Information on how to satisfy client-to-librarian and librarian-to-librarian reference transactions is the focus of this chapter. Location factors that effectively hide collections and reference services from library users are noted. Core competencies and duties of reference librarianship are given, along with some typical reference question examples. Current reference guides are highlighted. When puzzled, the reference librarian has an organized group of professionals to ask for help and advice. This online map librarian-to-librarian support system is detailed to boost confidence levels for all reference desk librarians. Finally, map and geospatial data citations and reference styles are contrasted to provide clarity on issues of attribution and plagiarism.
Keywords
Reference transactions; Core competencies; Resource guides; Professional organizations; Social media; Plagiarism; Citation; Referencing; GIS; Geospatial data services
8.1 Introduction
“Where can I find…,” is a typical opening for clients approaching any reference-desk librarian. Whether the desk is physically located in the map library or an online, e-map reference desk makes no difference. However, when map-related questions are asked, many reference-desk librarians may have a higher confidence level locating an atlas or a journal than searching for maps, geospatial data, aerial photographs, and other nonbook formats. As stated earlier, it is unlikely that librarians had any more than one course related to science reference and resource services in their library degree program; it is likely that librarians have undergraduate backgrounds in the humanities or social sciences, not the natural sciences. Therefore, this chapter applies basic reference-desk knowledge, skills, and abilities to map and geospatial data resources.
8.2 Location Matters
A wise professor once started class with the adage: you never get a second chance to make the first impression. This may be true for locations of map collections and reference-desk librarians, in both physical and electronic environments. Librarians on the reference desk need to be approachable, interested listeners, who search and follow up with resource results when library users request help. Unfortunately, there are many ways to effectively hide map collections and reference librarians, physically and electronically. As one example, students in a map librarianship course were assigned to investigate regular and Federal Depository Map Library collections. Libraries that serve as depositories of federal publications including maps and spatial data must make collections accessible to the public, but student reports on reference librarian and map collection encounters had mixed first impressions. Their stories follow.
Some students had positive experiences and located prominent collections online, followed by physical visits where they found the circulation desk for maps, photocopiers, librarian offices, classrooms, study rooms, as well as workstations with access to many online databases and map indexes. One student found an impressive map collection, nicely illustrated and organized online with several contact methods to reach the reference librarian. This student decided to visit the same library in person to view Federal Depository maps. Upon arriving, the student quickly found the historic map collection he had viewed online. After browsing, he asked the reference librarian which of the cabinets housed the Federal Depository maps. He was directed to a quiet room, several floors down, in the basement. Given the weight of stacking maps in map storage cases, it is understandable that map collections are often placed in basements. Yet the large room filled with numerous storage cases had little heating, poor lighting, and no staff. He was amazed by celebrated and forgotten map resources, and the contrast in locations and services.
Another student visited a different library online to find there was a dedicated “map room.” Upon the physical visit she found the map room but was frustrated by the lack of librarians in the area. Eventually she found a helpful reference librarian, but suggested that if they would move the reference desk out of the corner of the room and into a prominent position, it would be easier for patrons to find.
One student chose a public library and described her visit looking for a specific map. While the reference librarian was easy to find, she summarized the overall experience that “…the maps are like rags that are flung to the far corners of this library.” This student asked to check-out a USGS California map showing the northern coastline. She was led down two long hallways, to a few map cabinets behind shelving carts. With no success, the librarian talked with a clerk and neither staff knew exactly where USGS maps were kept, nor if maps were available for check-out. They retraced steps to the opposite side of the library and noncirculating atlases and gazetteers. Finally, they stumbled upon the Federal Depository map collection and a California drawer of topographic maps; however, there was no state index map to be found, and maps were arranged in alphabetical order by title. The librarian went to the catalog, but not knowing appropriate map titles made a search difficult; the librarian finally determined the maps must not be in the catalog. The student could only speculate, but concluded the map collection was rarely, if ever used.
Some students found maps in the main library catalogs but found that specific resource searches could be unsuccessful because of terminology problems. This was demonstrated with an assignment where students were tasked with stepping into the boots of a geologist. They were asked to find a map showing where in the state of Colorado dikes could be found. Geologically, dikes are specific features formed by molten rock infilling cracks; on the surface, a dike forms a long narrow ridge. They often appear as red lines on geologic maps, but these features are not as easy to find on other types of maps. So students were provided with the feature name of a dike formation, one known locally as the Devil’s Stair Steps, all located in an area referred to by prominent mountains, the Spanish Peaks, see Fig. 8.1. This search involved geography resources from atlas to gazetteer.
Students quickly found that a term a professional geologist uses may not be the term a nongeologist librarian knows. In the Getty Thesaurus of Geographic Names (TGN), a search could be made by a name and place type. In the Geographic Names Information System (GNIS), options were to search domestic name, where feature name and feature class could be chosen from a dropdown box. At an online commercial gazetteer website, the search category was “physical feature.” Students discovered that search results varied with using “Devil’s” or “devils” and “stair steps” or “stairsteps.” They found the term “dike” was not always an option in dropdown boxes and had to choose “ridge” or “sandstone spines” even though dikes are not sandstone. Once the feature was found, GNIS provided links to online map types varying from topographic to satellite images. The TGN produced a hierarchical description where the location was listed as World (facet), North and Central America (continent), the United States (nation), Colorado (state), Huerfano (county), and Devils Stairsteps (ridge). The online gazetteer did not give map links but did give a resource as the 1994 U.S. Department of the Interior, USGS, GNIS, Digital Gazetteer, Reston, VA.
Using TGN, another step in the search would be required to actually find the map. Some searching online using “devils stairsteps” produced links to great ground pictures, but no location maps. Some maps located Spanish Peaks but did not mention dikes. The implications for librarians are to have the client explain alternative words for a feature, and to know which types of gazetteers and maps might yield the best results for specific requests.
Finally, one student highlighted another location issue. According to the library catalog, there was a map library at the university; but upon arriving at the third floor map library location, she found books and no maps. It took two visits and a telephone call to find out where the maps had been moved. A special collection of water archives containing historic maps, spatial data, and aerial photos were located in the library, fourth floor, and reference books such as atlas, gazetteer, and almanac stayed in the reference area on the ground floor. The topographic maps from the Federal Depository collection had been moved to another building that housed the geoscience departments. If the reference librarian was handling a specific map request, then deciding where to send the client was a challenge. Also, the offsite maps in the geoscience department did not have an on-site librarian. It is easy to understand how map theft could occur in libraries and might be unnoticed for months or years (Dempsey, 2012; Map History, 2016).
Although these student activities were first assigned several years ago and catalog searching techniques have improved, map resources and reference librarians remain hidden in basements with poor signage and resource organization. Inadequate staffing, missing index maps, catalogs without map entries, terminology differences, and physically outsourced and divided collections among various buildings are challenges for patrons in public and academic libraries. While some student experiences were good, others came away with an overall negative first impression of map collections and reference librarians.
Larsgaard (1998) recognized that facilitating a reference exchange is easier if the librarian is familiar with spatial data and patterns of issuance as well as if the spatial data possessed by the main library is located in one place. It also helps greatly if the materials are classified and cataloged in the main library’s online catalog system (p. 272). Adding map collections into library catalogs has been a relatively recent occurrence that is due to larger institutions cataloging their collections. This allowed other institutions to benefit by copy cataloging. Larsgaard argued that “cataloging is the basis of all reference work, and, once done, substantially increases usage of the materials” because people know maps exist (p. 272).
8.3 Reference Librarian Duties
Reference has several meanings, such as a word or phrase pointing to an original source that was used as a quote or paraphrase. This meaning is synonymous with citation. Also, reference may take the form of written or oral support for another person's qualifications for employment. In a sense, the reference librarian does both. They point clients to sources of information or data through a structured conversation and in doing so, support the qualifications of that resource. A reference-desk encounter is also known as the reference interview. However, in light of both physical and electronic encounters and the fact that clarifying the exact information need of a client is an iterative process, conducting the reference interview is more descriptively referred to as a transaction.
8.3.1 The Basics
The reference transaction is defined as “information consultations in which library staff recommend, interpret, evaluate, and/or use information resources to help others to meet particular information needs” (Reference and User Services Association, 1996–2016). Specifically, reference work includes interactions with clients to satisfy inquiries; it involves resource creation, management, and assessment. Creation and management is defined as “the development and maintenance of research collections, research guides, catalogs, databases, web sites, search engines, etc., that patrons could use independently, in-house or remotely, to satisfy their information needs”; assessment is the “measurement and evaluation of reference work, resources, and services” (Reference and User Services Association, 1996–2016).
While the reference transaction does not include a formal instruction session, it may include point-of-use instruction. For example, if a topographic map quadrangle title is unknown, then the index map is needed to determine the map title, allowing the client to effectively search for the needed map sheet. Although reference transactions are separate from formal instruction, Bishop, Grubesic, and Prasertong (2013) made the point that “…most instruction in library and archives relates to teaching users the information literacy skills to answer their own future reference questions” (p. 307).
In determining how to provide reference services in her newly created Geospatial Data Services Librarian position, Dodsworth recognized that reference and instruction were inseparable. “The traditional map librarian doesn’t teach how to use a map to the same extent as the geographic information system (GIS) librarian teaches about GIS data and technology” (Dodsworth, 2007). For example, before providing reference services such as promoting the vast array of the library’s digital data, Dodsworth gave live demonstrations of datasets in interesting contexts such as plotting all coffee shops and 24-hour food services in proximity to the university campus. After demonstrating the visual display of information on the map, Dodsworth offered separate workshops on map creation using GIS software. Overall, the need for reference services increased greatly, using instruction to inform library users of the potential in reference materials and services.
8.3.2 Reference Core Competencies
Core competencies are a combination of knowledge, skills, and abilities that are expected to successfully accomplish map, geospatial, and catalog/metadata librarianship. An education committee within ALA’s Map and Geospatial Information Round Table (MAGIRT) defined a set of core competencies (Weimer, Andrew, & Hughes, 2008). One of the broad areas is reference and instruction. Some of the main core competencies include the ability to effectively communicate and creatively teach courses and design tutorials. Other competencies include skill in conducting an effective reference interview, navigating creation and distribution systems for geospatial print and digital data resources, and performing basic geo-processing activities. Finally, competencies involve knowledge for using and creating reference tools and finding aids, defining geographic and cartographic principles, and applying GIS. Bishop et al. (2013) further refined this list to apply to course work, see Appendix B.
Obviously one of the best ways to acquire knowledge and skills is by taking courses, and academic opportunities were introduced in Chapter 6. Two older, but classic, must-read books are by Larsgaard (1998) and Abresch, Hanson, Heron, and Reehling (2008) to provide the foundation for reference and other core competencies. Finally, professional development organizations and their journals, courses, support, and workshops also prepare librarians for reference competencies. These opportunities are discussed later, but types of questions and the creation of resource guides are detailed first.
8.4 Types of Questions
A library user approaches, physically or electronically, and poses a need or question. An enthusiastic student related one of her first reference encounters where the patron asked for a map showing the Washington and Oregon areas. After quickly searching the library catalog for “pacific west coast,” a map came up with detailed ecological data, which she then retrieved for the patron. This was not what the person wanted, and several questions later, it was determined a simple atlas satisfied the need. She learned it is the task of the reference librarian to first never make assumptions, but rather guide the conversation to gather enough background to clarify the request. Once the nature of the question or request is established, then one may determine what type of map resource is needed, print or digital, historic or modern, atlas or gazetteer, thematic or topographic. To clarify needs, reference librarians must phrase questions that cannot be answered with yes or no, and remember if the person knew what type of map was needed and where it was located, the conversation would not be happening. Following through with a reference transaction is important and if the student on the reference desk had sent the patron for the map, she would likely never have known it was not what the patron wanted.
Adopting a user-centered focus is best for reference work, but be prepared as this means applying a proactive rather than reactive approach in assessing needs. In addition to logging the client’s need, each encounter is a spatial data opportunity for communicating information and sharing library resources. Larsgaard (1998) highlighted the main points leading up to a reference transaction as: (a) the client has a question or spatial data need that he or she cannot articulate; (b) the client is anxious and doubts the abilities of the map librarian to understand; (c) clients and coworkers do not want to admit ignorance, but if the inquiry is articulated, then the reference librarian must go through the basic skill-set: “approachability, interest, listening and inquiring, searching, and follow up” (p. 270). If the user’s request involves maps, then specific details must be gathered on geographic area, subject of interest, map type, map scale, and application. Finally, access the appropriate database or catalog, move to map drawers or a gazetteer/atlas to locate the resource; if the transaction is a remote reference, suggest a website data portal. Larsgaard reiterated that a reference transaction is an opportunity to not only answer the question, but to use this time to market the library’s other geospatial resource collections, so clients realize what is available to help them in the future (p. 270, 271).
Most geographic questions relate to location or theme because maps describe place and have purpose. Likewise, Musser (2006) wrote that geoscience questions are place-based or topical. Simple topical questions include earthquakes, volcanoes, and dinosaurs; these may be answered using government websites such as the USGS Earthquake Hazards Program (U.S. Geological Survey, 2016a), the USGS Volcano Hazards Program (U.S. Geological Survey, 2016b), and a Natural History Museum such as the Dino Dictionary from the London museum (Natural History Museum, n.d.).
As mentioned earlier, specific place-based features may be more challenging. Also, standard resources such as ProQuest and the online catalog would locate library-specific resources. Place-based questions need clarification such as describing location by the nearest geographic feature, or as is the case with topographic quadrangle maps, it is the title or name that appears on the map that is critical to know. Tools for determining place names include gazetteer databases such as GNIS with physical and cultural geographic features, GEOnet Names Server (GNS) with U.S. geographic feature names, and TGN with place names.
For remote reference questions, the greater online library catalog such as WorldCat.org is a good place to search for place-based geoscience information. Assigning a subject, a heading in the form of Geology—[place], may produce results; if needed, add keyword = maps. At WorldCat.org, when the client clicks on the source, a listing of nearby libraries is displayed where the map or data resource may be retrieved if the client is unable to visit your library. In the geosciences, older resources are often used for change-over-time studies, and Musser suggested that an edition of the Guide to USGS Geologic and Hydrologic Maps, last updated in 1994, is a potentially useful source to recommend because of the extensive historic map listings. Musser gave another example for earth science questions and knowing if the resource is in a series; The 1980 Eruptions of Mount St. Helens, Washington, is a USGS Professional Paper series, no.1250. In the past, catalogers might have added it as a monograph rather than series, which would be problematic for locating because it would appear as U.S. Geological Survey Professional Papers, no.1 and not result in finding the resource (Musser, 2006).
Below are some free bibliographic resources Musser also recommended to answer frequent types of questions:
• National Geologic Map Database (http://ngmdb.usgs.gov/)—the database is an index of U.S. geologic map locations with links to map catalog, stratigraphy, mapView, and topoView.
• Geolex (http://ngmdb.usgs.gov/Geolex/search/)—this search engine is specific for geologic unit names and descriptions in the U.S.
• Geologic Guidebooks of North America database (http://guide.georef.org/dbtw-wpd/qbeguide.htm)—geologic field trips are often not published by conventional publishing companies, but are sources of detailed local geology information.
• Bibliography on Cold Regions Science and Technology and Antarctic Bibliography (http://www.coldregions.org)—although not recently updated, they are good sources of historic geologic and engineering information for high altitude and latitude environments.
Less-geology-focused reference questions are sometimes more complicated and challenging such as: where can I go to illustrate the history of urban development? Documenting this history could be locating a progression of historic to modern maps showing changes in basic urban infrastructure. Also, urban development could be documented by purpose such as a selection of thematic maps showing natural landscape, cultural, and demographic change over time. The reference librarian could direct the library user to the local print map collection as well as any digital ones that exist. Today, reference librarians may enhance their own print and historic maps by sending the client on a journey through digital collections. With a digital route, layering the results using GIS would result in an interesting project as well. However, this is likely not the typical reference-desk question.
Some library clients prefer an alternative to asking a reference librarian for help via the perceived “more approachable” reference guide, whether print or online. The reference or resource guide may be specific enough to highlight a collection, both the unique and ordinary, and to inform viewers on the extent of resources available external to the library. The guide might link to tutorials and much more.
8.4.1 Reference Guides
Map and geospatial librarians have been creating reference and resource guides online for more than a decade and in print, even longer. Reference guides have been known by many names such as bibliographies, pathfinders, information portals, webliographies, Tracer Bullets, as well as an array of “guides” prefaced with research, resource, study, subject, topic, and more recently wiki and LibGuides (Springshare, 2007–2013).
Whereas the bibliography is a list of books by a specific author or for subject, the webliography is somewhat the digital equivalent with URLs and hypertext links to connect the viewer directly to online resources. If interested in this design format, guidelines are available for creating subject- or topic-focused webliographies to submit to an online journal publication. These guidelines could be modeled whether or not the guide is submitted for publication (Issues in Science & Technology Librarianship, 2016). Several examples of notable subject-specific webliographies for maps (Zellmer, 2011) and geospatial data (Dietz, 2010) are online.
Pathfinders are defined as a subject bibliography that leads the user through a research process via primary and secondary sources; they are often created to be library-specific, printed or online (Reitz, 2004–2014). Over the years, some researchers and librarians studied the format for delivery, while others recommended how to create guides. Morris and Bosque (2010) provided a good review of changing formats for subject guides including pathfinders in print to guides using Web 2.0 technologies at large academic libraries.
Science Tracer-Bullets Online has a similar definition as research guides with brief introductions to the topic and lists of resources and strategies for helping the researcher stay on target (Library of Congress, 2016b). An interesting Science Tracer Bullet (05-1) is on remote sensing, and although hyperlinks are no longer actively updated, it does provide an extensive listing of print resources that still exist (Library of Congress, 2011).
There are several resources to create LibGuides. Dobbs, Sittler, and Cook (2013) provided tips and skills to use the LibGuide template to organize web pages and create the customized guide. These authors showcased 28 LibGuides with good design features. Dougherty (2013) also had an informative research article that identified important components for the homepage such as the school or agency, author, job title, guide title, latest information update, and statement of purpose as well as navigating instructions for using multiple organizing tabs. Dougherty’s findings showed that map and GIS resource guides created for small undergraduate universities featured more resources and links than larger universities with graduate programs in GIS. Convenience is a prime reason for the use of reference guides over reference encounters. Embedding library subject guides directly into online course learning content management systems shows promise for increasing the use of guides by students.
Finding digital and print geospatial data is a treasure hunt and involves a bit of detective work by librarians. For example, it is nearly impossible to record and catalog individual entries for each map included in each atlas or maps as folded inserts in books. However, after leaving the familiar catalog and local collection, a plethora of choices exist online at education, government agency, nongovernmental organization, and commercial websites, some of which are described in Chapter 7. Listed earlier in this chapter were a few gazetteer websites, but the Library of Congress (2016a) provides a thorough Reference Web Resources page. Another avenue is a commercial website, My Atlas and Maps at refdesk.com (2016). Both of these may help librarians find relevant data quickly. These websites are all helpful, but may seem overwhelming at first, so heed the warning from Larsgaard (1998) that “care must be taken not to swamp the user with far more information than was ever needed; the level of interest, two-page paper or 300-page dissertation should be pinned down during the initial reference interview” (p. 272).
An additional problem in finding spatial data is not finding spatial data. Although the search and recover operation may have paid off, Leeuwenburg (1982) provided several reasons why a resource needed may not be found: “item checked out; item stolen; item misfiled; item doesn’t exist; item never possessed by library; or librarian can’t find item” (p. 10, 11). While that was written some time ago, several of the possibilities remain current. Unfortunately, map theft is an ongoing concern with map collections, especially given the ease of selling maps online. Also, few libraries have ever included print maps for interlibrary loan due to the fragile status of paper maps, awkward sizes, and weight of some resources. However, this is less likely a problem today with the advent of map libraries scanning rare and historic map collections and placing digital versions online.
Landsat imagery datasets in the past were quite expensive, required appropriate software, larger computer server space (for that time) and were rarely, if ever, shared; again, these are minor or nonexistent problems today. Finally, Larsgaard (1998) provided some of the best advice when she stated that “the most powerful tool the librarian has to answer the tough question is the address (or if you prefer, the coordinates) of other map librarians” (p. 273).
What happens when the reference-desk librarian is puzzled by a request? Help from the physical or electronic location of the geospatial resource-reference-savvy colleagues may impact the length of time needed to answer questions and fill requests. Having nearby colleagues is ideal; yet, the next best solution is to belong to a strong electronic network of knowledgeable colleagues through map librarian-to-librarian professional support groups.
8.5 Support Groups for Map Librarianship
Just as the map may have simplified the layout of roads in Los Angeles at the turn of the 20th century, see Fig. 8.2, a network of supporting professionals should help to enhance and refine map reference librarianship knowledge, skills, and abilities. A map librarian-to-librarian network is facilitated by social media with both one-to-many communication such as listservs and Facebook or one-to-one including email, phone, or instant messaging-chat communications. Posing a question to the entire subscribing membership of a listserv creates a powerful reference advantage utilizing collective wisdom and locations for hard-to-find data or maps. Also, reviewing archives of listservs creates the potential for proactive solutions for future questions and concerns. Joining and contributing to professional organizations provide access to expert support through newsletters, journals, conferences, and more.
The purpose of professional organizations is to support member professionals and students with helpful services such as professional development, job announcements, scholarships, and conferences along with mentoring, networking, and communicating via social media. Students may benefit greatly by interacting with the professions in the field and could join most groups at an affordable level of dues.
What follows is not a complete listing of all networking opportunities among the many state and regional professional library support groups, but it highlights the larger national and regional organizations specific to maps and geospatial data sources. The first example is part of Special Libraries Association (SLA), a nonprofit group organized in 1909 by John Dana (Special Libraries Association, 2016). The first published article devoted to map librarianship, Training for Map Librarianship, was in the SLA journal, Special Libraries (Woods, 1952). In the same journal, Courses in Map Librarianship was published (Kiraldi, 1970).
8.5.1 Geography and Maps, Social Sciences Division of SLA
Geography and Maps (G&M) has the longest history of any map library professional organization. G&M was a SLA Division from 1941 through 2003, at which time the G&M membership group became a part of the Social Sciences Division. Today, the G&M section “includes the professions of geography and map librarianship, as well as GISs, and the acquisition and utilization of geographic and cartographic materials” (Special Libraries Association, 2011). SLA had a listserv and wiki, which are archived but were replaced in Aug. 2016 with SLA Connect.
The organization’s journal Special Libraries was published from 1910 to 1996 with 87 volumes (San José State University, n.d.). The journal emphasized cataloging and indexing, organization activities, articles, and book reviews. G&M had a printed events newsletter, The Bulletin, from 1947 until 1997 and newer issues are online from 2003 to 2009. As an example of past continuing education, the 2006 Bulletin advertised a course for G&M members, “GIS for the special librarian: A hands-on introduction to mapping with ArcGIS.”
8.5.2 Geoscience Information Society
The Geoscience Information Society (GSIS) was formed Mar. 3, 1966 and represents all aspects of the geosciences, including maps, geospatial data, and software for remote-sensing interpretation and mapping. Specifically, GSIS “…facilitates the exchange of information in the geosciences through cooperation among scientists, librarians, editors, cartographers, educators, and information professionals” (Geoscience Information Society, n.d.a). GSIS is a member society of the American Geosciences Institute (AGI) and is an associated society of the Geological Society of America (GSA), the main professional organization for geoscientists.
Annual meetings are a time to interact with and hear the newest research from professionals. The GSIS annual meeting is held at the same time and venue as the GSA annual meeting. GSIS is given a dedicated session open to all attending the GSA meeting with technical papers, poster session, exhibits booth, business and social meetings, and a field trip. In addition, there is a workshop for library students and professionals divided into instruction, reference (Winkler-Hamalainen, 2015), collection development, and resources (Geoscience Information Society, n.d.b). GSIS communicates through publications and listserv. Publications include the member webpage, listserv, newsletter, conference proceedings with subject index (Geoscience Information Society, n.d.c).
8.5.3 Western Association of Map Librarians
The Western Association of Map Librarians (WAML) was formed in 1967 as an independent group of map librarians with a purpose “to encourage high standards in every phase of the organization and administration of map libraries” (Brendle-Moczuk, 2015). There is an annual meeting and online index of past meetings since 1970. The 2016 annual meeting was held in the David Rumsey Map Center, Stanford University Library.
The organization’s journal, Information Bulletin, has articles and resource reviews. Available online is a 45-volume index from 1969 to 2014. The webpage links to principal Western Region Map collections (Western Association of Map Librarians, 2015). There is a 20-year archive for News & Notes, noteworthy reports from 1994 to 2014 and many useful links to resources at the WAML Toolbox (Brendle-Moczuk & Zellmer, 2015).
8.5.4 Association of Canadian Map Libraries and Archives
The Association of Canadian Map Libraries and Archives (ACMLA) was founded in 1967 to represent map librarians and cartographic archivists through a “…vigorous publishing program, development of professional standards and international cataloguing rules, and efforts to increase national awareness of issues concerning spatial information and recognition of the contribution of map libraries and cartographic archives” (Association of Canadian Map Libraries and Archives, 2013). As in the United States, the ACMLA preceded academic course work as “…the first course in map librarianship was taught in the summer of 1970 by Joan Winearls at the School of Library Science, University of Toronto” (Association of Canadian Map Libraries and Archives, 2013).
A publication was first issued in 1968 and since 1988, the group maintains the scholarly journal, ACMLA Bulletin (ACMLA Bulletin, 2016). Online resources include free Canadian geospatial data and the ACMLA cartographic citation guide (Wood, 2012), a comprehensive guide to citing map and geospatial resources based on principles of the ACMLA Bibliographic Control Committee and Kollen, Shawa, and Larsgaard (2010). Links to information can be found at the ACMLA website including Historic Maps, Meeting Minutes, Monographs, and a section titled Useful Tools that has a variety of resources.
8.5.5 Map and Geospatial Information Round Table
ALA came into existence in 1876 and MAGIRT in 1979, officially recognized as a group by ALA in 1980 (Weimer, 2011). MAGIRT has many informative open-access, full-text documents online. One of the earliest publications is the Meridian (1989–1999); it was a joint effort by MAGIRT and WAML and published articles on history of cartography, GIS, and map librarianship. All Meridian issues are online. Though short-lived, Coordinates (2005–2011) was an online serial with quality peer-reviewed articles and essays (Allen, 2005). MAGIRT has a regular newsletter, base line (1980–present), a venue for meeting minutes, liaison reports, map reviews, and Great Moments in Map Librarianship, which is a cartoon drawn by member Jim Combs.
Both the listerv discussion group and Twitter have archived postings available. Finally, members are on ALA Connect, a virtual, collaborative, workspace online, for communities of interest to interact via instant messaging, and there are extensive resource guides (MAGIRT, 2016). A detailed, comprehensive publication on how to reference maps, aerial photos, geospatial datasets, and more are in the Cartographic Citations: A Style Guide (Kollen et al., 2010).
8.5.6 North American Cartographic Information Society
The North American Cartographic Information Society (NACIS) was founded in 1980 for map librarians and geographers, academic and professional (North American Cartographic Information Society, n.d.a). The main objectives are to improve communication among producers to users and coordinate activities with other cartographic organizations. The society provides continuing education regarding acquisition, preservation, and retrieval efforts for cartographic resources.
There are student map competitions and awards as well as student or member travel grants. NACIS has a published journal, Cartographic Perspectives and an online archive (North American Cartographic Information Society, n.d.b). Cartotalk is an online discussion forum, and Natural Earth, a public-domain dataset at different scales, is available for download.
8.5.7 International Federation of Library Associations and Institutions
The International Federation of Library Associations and Institutions (IFLA) formed in Scotland, September 1927, and it provides the “global voice of the library and information profession” for some 140 countries and (IFLA, 2016). Within the IFLA, the Geography and Map Libraries started as a subsection of Special Libraries Division in 1969 and became a full working group by 1973. It was devoted to map librarianship with a focus on preparing guidelines and standard recommendations, organizing seminars, and training sessions such as one on map curatorship (Larsgaard, 1998, p. 299).
Although this was the second oldest professional society devoted to map librarianship, membership in the Geography and Map Libraries section of IFLA declined and the group disbanded by 2012 (Weimer, 2011). Several webpage portals from the 1990s are archived: Digital Map Librarianship, Copenhagen, 1997 (IFLA, 1997), and Digital Map Librarianship: A Working Syllabus (IFLA, 1998), Geography and Maps Library Section (IFLA, 1994–2009).
8.5.8 Cartographic Users Advisory Council
The Cartographic Users Advisory Council (CUAC) began in 1983, as a committee designed to act as collaborative network among two ALA round tables, MAGIRT and GODORT, and later with representation from GSIS, G&M of SLA, Northeast Map Organization (NEMO), and WAML. While CUAC was made up of representative members from professional groups, the mission was to work on behalf of all public, academic, and special library associations and map librarians in commercial employment.
CUAC formed to provide a “…unified effort to enhance the distribution and knowledge of the cartographic products of U.S. government agencies.... to improve public access to these materials… and to heighten agencies’ awareness of the value of their cartographic products to the public” (Newman, Koepp, & Zellmer, 2008). Each year, CUAC members hosted an annual meeting where invited government agency speakers presented updates on map and geospatial data projects and products. For example, some of the mapping agencies solicited included USGS, U.S. Department of Agriculture (USDA), National Oceanic and Atmospheric Administration (NOAA), and Environmental Protection Agency (EPA), among others. The Council encouraged speakers to include their published cartographic materials in the Federal Depository Library program, along with specific indexes and acquisition tools for ease of public use.
CUAC held its last annual meeting in 2013 and disbanded in 2014. The group’s archive was deposited in the University of Illinois, Urbana-Champaign Archives. Ironically, this is the same archive that curates documents of the first LIS map course taught at a university.
8.5.9 Northeast Map Organization
The Northeast Map Organization as founded in 1986 and dissolved in 2013, after 27 years of service. A webpage was maintained in 2016 with links to past NEMO journals (Bertuca, 2016) and extensive Map Catalogers Tool Box (Bertuca, 1999–2016).
8.5.10 Journals and Social Media
In addition to connecting with resources and people in professional organizations, map librarianship journals and online discussion lists keep librarians up-to-date. The Journal of Map & Geography Libraries is a peer-reviewed publication, started in 2004, covering all aspects of traditional to e-map and e-geography librarianship. Research Gate (2008–2016) described the journal as publishing “international research and information on the production, procurement, processing, and utilization of geographic and cartographic materials.”
While map and geospatial professionals publish in a variety of LIS journals, another publication for GIS librarianship is Issues in Science & Technology Librarianship. This journal associated with the Science and Technology Section (STS) of the Association of College & Research Libraries (ACRL). A recent example of interest to reference librarians is Scarletto’s (2013) report on research involving GIS instruction; she found the most requested topical area for applying GIS was health, and a main concern for librarians was to identify which available datasets were georeferenced.
MAPS-L listserv is a discussion list for any librarian or professional who works with cartographic, geographic, and remote-sensing information ([email protected], 2016). It is an avenue for offering discarded maps and posting job announcements as well as specific questions regarding a request for a rare map resource or RDA cataloging. It is one of the oldest listservs, popular among map and geospatial librarians and has open archives online from April 1993 to present (Archives of [email protected], 2016). History of Cartography listserv existed from 1994 to 2012 at which time, no new members were accepted; the forum continued as MapHist News & Discussion until this was closed January 2015 (van der Krogt, 2011).
A final consideration for the reference librarian in this chapter is citing and referencing sources. Earlier, it was noted that in defining reference, one meaning was as a word or phrase pointing to an original source, which equates reference with citation. Therefore, a reference transaction is not complete until the librarian explains that visual information should be treated as textual information—it must be attributed, cited, and referenced. It is important for librarians to explain that the concepts of public domain and fair use simply mean formal permission to use the resource does not need to be requested from the author or cartographer in advance of using it. However, by not attributing or citing the source, the implication is that you created the work. Intentional or unintentional, taking credit for another person’s work is plagiarism.
8.6 Citing and Referencing Maps and Geospatial Data
A common reference-desk question is how to cite a source using a specific reference style. While librarians may not be experts on all styles, many libraries have subscriptions to citation tools such as RefWorks and copies of books of major citation styles at the reference desk (Lewis, 2008). Concepts such as fair use, copyright, public domain, and the Creative Commons were introduced in Chapter 7. Specifically, starting with Creative Commons 4.0 license agreements, the default setting makes attribution of source mandatory. Attribution is one way of recognizing the copyright holder of a work, but complete citing and referencing is also the best way to avoid plagiarism.
8.6.1 Plagiarism Defined
The common knowledge definition for plagiarism is using another person’s words or ideas without giving credit. This delineation infers plagiarism applies only to text-based publications and suggests it is an intentional act. Harris (2011) provided a better definition in that “plagiarism occurs when an information source is not properly credited” (p. 81). Harris (2011) suggested all external knowledge or information from outside your own head should be cited (p. 85). A list was provided for external knowledge source types: book, computer program code, data, drawing, graph, journal, photograph, survey, table of information, video, and website; in addition, a list of included formats were: print, digital, live, and audio-visual (Harris, 2011, p. 85). Maps, although not explicitly mentioned, are certainly included along with geospatial data as external knowledge sources.
The main reasons why one should cite external knowledge sources are to identify the original source of the citation, to honor the creator, and to avoid plagiarism (Harris, 2001, 2011). The main misconceptions to not citing sources are that the resource copyright has expired, or that the resource is fair use, in the public domain, or on the Web, where all information is common knowledge. To refute misconceptions, expired copyright, fair use, and public domain are not synonymous with common knowledge and the source needs to be cited. Again, fair-use status means written permission and royalty payments are no longer needed to use the resource (Harris, 2011, p. 88, 89). Finally, most information on the Web is not common knowledge. Some websites are misleading opinions, rather than fact, and regardless of content and format, the same fair-use, public-domain, and copyright rules apply and sources should be cited (p. 90).
Plagiarism is not new with the advent of the Web. Pliny the Elder wrote in his 1st century Historia Naturalis publication that “…in comparing various authors with one another, I have discovered that some of the gravest and latest writers have transcribed, word for word, from former works, without making acknowledgement” (as cited in Harris, 2001, p. 61). Librarians have little influence with human behavior and intentional plagiarism. However, one of the main, unintentional reasons why people do not cite and reference is ignorance (Harris, 2001, 2011). Ignorance of reference styles leads to mistaken, inconsistent, and incomplete citations and librarians excel at instruction on citing and referencing.
8.6.2 Library Copyright Policy
A written copyright policy should be available at every map library. The policy should clarify concisely: (a) what materials need permission to reproduce and use and what do not, (b) which forms are needed to request permission for use in commercial applications, and (c) how citations should appear. The University of Texas at Austin, Perry-Castañeda Library Map Collection, could be used as an example (The University of Texas at Austin, 2016b). A link for the Material Usage Statement is at the bottom of each webpage. The first paragraph in The University of Texas at Austin (2016a) Material Usage Statement affirms:
Materials that are in the public domain such as images from the Portrait Gallery or most of the maps in the PCL Map Collection are not copyrighted and no permission is needed to copy them. You may download them and use them as you wish. We appreciate you giving this site credit with the phrase: ‘Courtesy of the University of Texas Libraries, The University of Texas at Austin.’
The next section describes material where the University holds the copyright. Copyright material “may be quoted or reproduced for educational purposes without prior permission, provided appropriate credit is given” (The University of Texas at Austin, 2016a). The suggested credit after gaining permission is “Used by permission of the University of Texas Libraries, The University of Texas at Austin” (The University of Texas at Austin, 2016a). A link to a feedback form is provided, and the publisher permission form would be attached along with the request for permission to use. The last section is on materials where copyright is held by owners other than the university. It is suggested to visit the UT Austin policies for acceptable use and the Digital Millennium Copyright Act, for further explanation.
The Library of Congress (2015) provides legal information and states when possible “the Library of Congress provides factual information about copyright owners … as a publicly supported institution, we … do not own the rights to materials in our collections … and do not grant or deny permission to publish or otherwise distribute them.” Permission and fees could be required from the copyright holder, and this responsibility is placed on the user to determine.
Finally, for a public library perspective, review the information given at the New York Public Library (2013). The New York Public Library (NYPL) has a substantial Map Collection and as of 2013, had 17,000 digital images online (New York Public Library, 2016). As in the other map libraries, it states that the library does not hold the copyright to images. However, this does not mean the images are free to use. Also it states that when materials are used from their website, NYPL must be credited. Specifically, credit should be given with a link directly to the permalink provided and if there is no permalink, hyperlink via the URL for where the material is displayed. Suggested credit is “Courtesy of The New York Public Library. www.nypl.org” (New York Public Library, 2010).
8.6.3 Map and Geospatial Resource Citation
Map and geospatial librarians could promote awareness of the fact that just as books and blogs need citation, maps and geospatial data resources need citation. Likewise, audio/visual and digital format types need citation as well. Furthermore, the first editions of most citation style manuals were published before the Internet and still do not adequately address electronic sources. The basic elements or types of information for all citations include who, when, what, and where. For some styles, format of the source such as print or digital as well as the date electronic information was accessed is also required. Regardless of which citation style is used, data likely needed about the source include: who—author(s); when—date; what—title by source type such as book, website, article, edition, volume, issue, pages; where—location of publisher, and publisher or producer name (e.g., government, commercial, database, etc.).
There are several hundred to several thousand citation styles (CiteThisForMe.com, 2014). Gill (2013) has long advocated for one standard system. On closer inspection, many citation styles are adaptations or interpretations of one of the well-known citation styles. The reason for another “new” reference style may be because discipline-specific resource types were not addressed by other styles (e.g., map and geospatial data resources). This plethora of reference styles leads to confusion and inconsistencies.
Four main citation styles were established by The University of Chicago Press (CMS) (2010), primarily adopted by the Humanities; the Council of Science Editors (CSE) (2014), adopted by some fields of study in the natural sciences (Pinantoan, 2013); the Modern Language Association (MLA) (2016), primarily adopted by English; and the American Psychological Association (APA) (2016), primarily adopted by Social Science. There are many other styles used in various academic disciplines, with no one single standard adopted by all. To contrast these four main styles, basic forms and examples for a book resource with one author follow:
CMS
Lastname, Firstname. Title of Book. Place of publication: Publisher, Year of publication.
Larsgaard, Mary L. Map Librarianship: An Introduction. 3rd ed. Westport, CT: Libraries Unlimited, 1998.
CSE
Author, A. A. Year of publication. Title of work: no capital letter for first word in subtitle. Edition. Place of publication: Publisher. Extent. Number of pages.
Larsgaard, M. L. 1998. Map librarianship: an introduction. 3rd ed. Westport, CT: Libraries Unlimited. 487 p.
MLA
Lastname, Firstname. Title of Book. Publisher, Year of Publication.
Larsgaard, Mary, L. Map Librarianship: An Introduction. 3rd ed., Libraries Unlimited, 1998.
APA
Author, A. A. (Year of publication). Title of work: Capital letter for first word in subtitle. Place of publication: Publisher.
Larsgaard, M. L. (1998). Map librarianship: An introduction (3rd ed.). Westport, CT: Libraries Unlimited.
Regardless of citation style, maps look different than books. There are citation elements in common such as author, date, title, location of publisher, and publisher name. The main differences between book and map are that map medium and scale follow the title. For maps, the author is the cartographer(s) or agency, publisher, or producer responsible for the map. Next is the date and following the date is the title. When a title is missing, a short description of the map is given instead; for example, “Population density of Harvey County” or “Regional geologic cross-section of the Badlands National Park.” After the title, a description in brackets is given, which is followed by the scale, location, and name of the publisher, if known. If the resource is in a repository include the name of collection, collection number, call number, box number, file name, in addition to the repository name and location. If the map was retrieved via an online source, the message “Retrieved from” followed by the URL goes at the end.
There may be many dates or no dates on maps, which causes confusion. The main date is the year the map was officially published for the first time, which is typically under the title along the bottom border, right side, or centered on the map. In Fig. 8.3, the original published date is 1950; however, this map was revised in 1983, which becomes the published date.
For print topographic maps prior to ~ 2010, the date of actual printing was listed, since the sheets could be reprinted many times after the initial release and first date of publication. Another date on maps may be for the information used to make the map, which could be added in the title of the citation entry if relevant. If another edition such as a photorevision is given, provide this after the title. A photorevision is when a map is updated using aerial photography, which is often found in the 7.5-minute topographic series first published before 2010. In 2009, this series of map production began the move to GIS. If no date is given, use the abbreviation, “n.d.” If the citation is for a real-time map, date and time are recorded in brackets along with the description. Several examples follow to summarize the main citation elements as applied to maps.
This is a generic template for a traditional print map citation in APA style with all potential elements included:
Author. (Year and date/time if necessary). Title in italics (Edition and revisions if necessary) [Type of medium]. Scale. Name of Collection and Collection number and location within the collection if the resource is a historic or special collection. Name of Repository, City, State Abbreviation. Retrieved from http://www.full.url/example
Here are two actual examples using this format for typical map resources, one with an individual author and one with an agency as the author.
Tweto, O. (1979). Geologic map of Colorado [Map]. 1:500,000. Reston, VA: USGS.
U.S. Geological Survey. (1957). Emporia quadrangle, Kansas [Map]. 1:24,000. 7.5-Minute Series. Reston, VA: U.S. Geological Survey.
8.6.4 APA Cartographic Citations
Cartographic citation guides often originate at academic libraries and are based on the CMS style and the publication, Cartographic citations: A style guide (Kollen et al., 2010). Given that CMS and MLA are similar in style, what follows is a style guide for cartographic materials based on APA reference style and APA Style Blog (McAdoo, 2015). As we saw in Chapters 2 and 7, there are a variety of sources and types of map and geospatial information, and the APA style manual may not cover each specific possibility. This section is not exhaustive but describes proper citation for common geospatial resources.
Complete Atlas
Author. (Year). Title of map (edition) [Type of medium]. Scale. Place of publication: Publisher.
DeLorme. (2009). DeLorme Pennsylvania Atlas & Gazetteer (11th ed.) [Atlas-Gazetteer]. 1:150,163. Yarmouth, ME: DeLorme.
An Individual Map in an Atlas
Map author. Map or Plate title [Type of medium]. Scale. In A. A. Author of atlas, Atlas title (edition). Place of publication: Publisher. Year, page.
Rand McNally. Louisiana [Map]. 1 in = approximately 21 mi. In Rand McNally, The 2014 Large Scale Road Atlas (90th Anniversary ed.). Chicago, IL: Rand McNally. 2014, 90.
Bird’s Eye-View
Author. (Year). Title of map (ed.) [Type of medium]. Scale. Place of publication: Publisher.
Birdseye View Publishing Co. (1909). Los Angeles, 1909 [Map]. No scale. Los Angeles, CA: Birdseye View Publishing Co. Retrieved from https://www.loc.gov/item/2005632465/
A Map in a Series
Maps are often created as a part of a larger series, such as USGS topographic maps. Even though each sheet in the series is an independent map, the combination of maps could provide complete coverage of vast areas when positioned adjacent to one another. Other series may be focused on thematic content rather than spatial proximity. The USGS created topographic maps in a 15-minute series (~ 1890–1950) and a 7.5-minute series (~ 1947–1992). In addition, there is a 100k scale series and 250k-scale series, as well as more map series including county, state, and National Park maps, see Chapter 2 for more information.
Author. (Year). Title of map (ed.) [Type of medium]. Scale. Series, number. Place of publication: Publisher.
Marshall, R. B., Sutton, F., McBeth, J. G., Slaughter, T.F., & Wells, C. S. (1916, reprinted 1941). Tenn Murfreesboro (1916 ed.) [Map]. 1:62,500. 15-Minute Series. Washington, DC: U.S. Department of the Interior Geological Survey.
U.S. Geological Survey. (1983). Murfreesboro, TENN (1950 ed., photorevised 1983) [Map]. 1:24,000. 7.5-Minute Series. Reston, VA: USGS.
McElfresh Map Co. (1993). The battlefield of Shiloh, Tennessee, [Map]. 1:15,840. Civil War Watercolor Map Series. Olean, NY: McElfresh Map Co.
A Map in a Book
According to Perrin (2012), a map, graph, table, or chart in a book is treated like a text selection or chapter in an edited book (p. 103). Include the map’s author in addition to the authors of the book. The example below for a map included in a book was taken from Perrin (2012, p. 104):
Map author. (Year). Title of map (ed.) [Type of medium]. Scale. Place of publication: Publisher. In A. A. Author & B. B. Author, Title of book (pp. of map). Location: Publisher.
Munro, R. (1882). Plan of lake-dwellings in La de Bienne, Lac de Morat, Lac de Neuchatel, and Correction des Eaux du Jura [Map]. 1 cm = 5 miles. In B. Coles & J. Coles, People of the wetlands: Bogs, bodies and lake-dwellers (pp. 27). New York, NY: Thames and Hudson.
A Map or Aerial Photograph in a Periodical or Academic Journal Article
Author. (Year). Title of map (ed.) [Type of medium]. Scale. Title of article. Title of Periodical, volume number(issue number), page.
Duffy, J. P. (2016). Seagrass meadows in northern Greece [Aerial photograph]. No scale. A 21st-century renaissance of kites as platforms for proximal sensing. Progress in Physical Geography, 40(2), 357.
Relief Model
Author. (Year). Title (edition) [Type of medium]. Horizontal scale; Vertical scale. Place of publication: Publisher, Date.
Raven Maps & Images. (1993). Colorado (1st ed.) [Relief model]. 1:1,000,000; Elevation from 914 m to 3648 m. Fort Collins, CO: Hubbard Scientific.
A Static Map on the Web
The interactivity of the Internet can be confusing when defining what is considered as a static map. For clarification, static map refers to a noninteractive, nonanimated digital image such as a jpg, png, or gif. It is possible to have an html image map that defines hyperlinks in connection with a static map, although the use of image maps is largely discouraged today due to issues of accessibility. An html image map used on a static map does not meet the criteria for a map to be considered dynamic.
Author. (Year). Map title [Type of medium]. Scale. Title of the complete document or site. Retrieved from http://www.full.url/example
Kansas Energy Information Network. (2001–2014). Operating and proposed wind farms in Kansas February 2014 [Map]. 1 in = 60 mi. Retrieved from http://www.kansasenergy.org/wind_project_map_utility.htm
A Dynamically Generated Map or Geospatial Data
Dynamic maps in the context of the Internet describe maps that allow the user to change the map’s view and scale. This includes services such as Google Maps, Bing Maps, MapQuest, and many other sources. For maps that involve real-time data such as weather maps, an exact time of retrieval is necessary, as opposed to merely including the date. The APA manual recommends interactive maps and graphic spatial data give the name of the research organization, followed by the date, a brief explanation of the type of data, format, and retrieval date/time in brackets, the scale if it has one, then add the project name and retrieval information (Paiz et al., 2015).
Author/Research Organization. (Year). [Brief explanation of data type and format]. Scale. Project name. Retrieved from http://www.full.url/example
Kansas Biological Survey. (n.d.). [Dynamically generated map August 16, 2016]. Dynamic scale. Kansas natural resource planner. Retrieved from http://kars.ku.edu/maps/naturalresourceplanner/
Aerial Photograph
Author. (Date of collection, not date of reproduction). Title or frame number [Aerial photograph]. Scale. Flight title if part of flight series. Place of publication: Publisher.
Department of Agriculture, Farm Service Agency. (1957). Clay County Aerial Photography, 1957 [Photograph]. 1:20,000. CA-4T-6. Retrieved from http://digital.shsmo.org/cdm/ref/collection/aerial/id/621
Satellite Data
Author. (Year). Title or Scene ID [Type of Medium]. Satellite and sensor name if necessary. Place of publication: Publisher. Day month year of image collection.
NASA Landsat Program. (2014). Landsat 8 OLI/TIRS scene. LC80200352014165LGN00. Level 1T [Remote sensing data]. USGS, Sioux Falls, SD. 14 June 2014.
Profile Section or Geologic Cross section
See Figs. 8.4 and 8.5 below for illustrations of the difference between profile and cross sections for the references.
Author. (Year). Title of map (ed.) [Type of medium]. Horizontal scale; Vertical scale. Place of publication: Publisher.
Johnson, R. C. (1977). Preliminary geologic map and cross section of the Saddle quadrangle, Garfield County, Colorado [Geologic cross section]. 1:24,000; 40 ft contour interval. Reston, VA: U.S. Geological Survey.
GIS data
Author. (Year). Title of data [Type of medium]. File type format. Place of publication: Publisher.
U.S. Census Bureau TIGER. (2014). tl_2014_us_state [GIS data representing U.S. state boundaries in 2014, Esri Shapefile]. Washington DC: U.S. Census Bureau. Retrieved from ftp://ftp2.census.gov/geo/tiger/TIGER2014/STATE/
8.7 Conclusions
Map-related questions for the reference desk librarian involve nonbook format answers and resources. The same methods librarians use for locating books and journals apply to map and geospatial data, just differing databases and search terms. Typical reference questions should be anticipated with user profiles in mind, so appropriate resource guides can be recommended and used. Familiarity with map librarian support groups and resources ease the task.
In addition, reference encounters should be viewed as opportunities for communicating and sharing spatial information and resources, showcasing library resources, as well as refining detective skills and expanding perspectives beyond the familiar books and journals. Visualization is a natural way to convey information, and placing maps or satellite images near signage indicating the map collection area would allow people to know these resources exist in the library. Also, it is an effective means for marketing the map library and librarianship.
Proper citation of sources is always important, and geospatial resources are no different. The major citation styles largely ignore map and geospatial products, and this overview of how various sources could be cited in the APA style may provide some guidance on proper format.