Plotting the DataScape

# Plotting the DataScape Summary --- **Background of method**: the plot is the driving force behind a story. As such, including plot within data storytelling has recevied some attention. In these case, the plot is generally used as a way to involve people in making sense of a specific data set. However, plots may also be used to help people find and identify useful data outside of a specific data story - essentially plotting the DataScape. This data may help to explore a topic in greater depth, or to recontextualise it. **Why to use it**: It is intended to help guide people in developing their own data exploration strategy, giving ideas of what to look for. **When to use it**: This could be used during activities that are taking place over a long period of time, for example during citizen science activities or longer term community problem solving. It is useful for when a topic of interest has been identified, but would benefit from deeper exploration and contextualisation. # **Using plot-based navigation across data** **Overview** * Time: Depends on the setup requirements and complexity * Purpose: to guide people in exploring data beyond a specific curated set of data. * Participants: general public * Difficulty for facilitators: 4 stars * Difficulty for participants: 5 stars * Materials you'll need: a set of plot templates Description --- Plot-based datascape navigation is explored through the example of Helsinki open data found in Helsinki Region Infoshare and other Helsinki related open data repositories. Open datasets in Helsinki contain information about flying squirrel populations as well as flora and fauna of the region. Research into flying squirrel populations has identified areas of the city where the populations are increasing, which may be due to some biodiversity measure that have been put in place. It is possible to [tell a story about flying squirrel resurgence in North Helsinki](https://yle.fi/a/3-9254382), whilst also linking to data that may be useful for evidencing the story. For example, [flying squirrels](https://hri.fi/data/en_GB/dataset/espoon-liito-oravien-lentorataradat) prefer [mixed leaf woodland](https://hri.fi/data/en_GB/dataset/helsingin-kaupungin-puurekisteri), so activities to promote this might contribute to increasing the flying squirrel population. Such data may be found from [regional data explored via map-based interface](https://kartta.hel.fi/#). This story is neutral, reporting on the facts of what happened. However, such a narrative frame could also provide an entry point to the data and may support the reader in starting their own data inquiry, to deepend their understanding of the problem or to explore it in different contexts. For example, to think more broadly about biodiversity and why it is important, or to understand how animal populations rise and fall in their own region and so on. People with less experience in using data may benefit from a plot-based entry to the story, which provides a more active role for the reader and helps them to navigate beyond the story, but in a structured way. The *seven basic plot types* of western literature may be used for different narrative effects. The plot type chosen may depend on 1) attributes of the datasets, for example if they are mainly spatial/temporal/thematic 2) the extent to which they invite reader involvement and interaction with the data. The process of formalising this is ongoing, so here are some initial ideas. First, here are the 7 plot types in general terms: **Overcoming the Monster**: the protagonist destroys a monster, whether real or metaphorical. **Rags to Riches**: a character uses their natural talents to achieve success. **The Quest**: A protagonist encounters and overcomes a series of challenges, usually over a long period of time encountering setbacks. **Voyage and Return**: One or more protagonists find themselves in a new an unusual world and must travel back to their everyday reality. **Comedy**: the protagonist is involved in a confused or perplexed situation that must be resolved in order for things to work out in the desired fashion. **Tragedy**: the protagonist has a character flaw or makes a big mistake which is eventually their downfall. **Rebirth**: an event causes the protagonist to change their ways and reinvent themselves. Next, are proposed ways in which these plots could be applied to the story about the squirrel to support different types of data collection and sensemaking activities. In each case, there is a plot summary, adapted to a flying squirrel context. Next there is a description of data explorations that may be motivated through the plot. In these descriptions, the reader is placed in the active role. However, it is possible to frame the plot differently. **Overcoming the Monster**: *Someone is eating all our green space. What can we do?* In this plot, the reader of the narrative is encouraged to come up with, or perhaps rate, ideas to solve the problem, for example to increase biodiversity in other areas and identify where those areas that could be improved are located. **Rags to Riches**: *The population of squirrels is increasing in Helsinki region, from almost nothing – but all could be lost if biodiversity isn’t retained.* In this plot, the reader explores data to try and identify which areas are in most peril of losing everything. **The Quest**: *The Helsinki region is constantly growing and developing and slowly pushing flying squirrels from their homes and on adventures to new parts of the city where the environment is better for them*. In this plot the reader travels to different regions of Helsinki, or beyond, to find out what problems need to be overcome in each area to make it easier for flying squirrels to take up residence **Voyage and Return**: *A protagonist wakes up and find themselves in a whole new situation, living as a flying squirrel in a strange town. The other squirrels take them on a tour of the area to learn about their living conditions - but don't go to south eastern part of the city. It is not friendly for squirrels there!* The reader visits Helsinki, where urban infrastructure and green spaces co-exist in different ways with different results. How will they use this knowledge to explore biodiversity in their own area when they return home? **Comedy:** *The Helsinki data is in a real muddle, Alma the scientist is coming to the silliest of conclusions! Help her to sort it out please!* In this plot, the reader has to solve puzzles and unmuddle/untangle a story. This could be suitable for younger readers. **Tragedy**: *A city planner finds themselves in the dock, charged with causing the decline of flying squirrels in the city. They try to prove their innocence.* In this plot, the reader must work either on the side of the prosecution or the defence to find out if urban planning decisions may be responsible or if other factors could be at play. **Rebirth**: *The last flying squirrel: Some time in the future, Helsinki urban development has been so greedy in taking all the green space for people that In the future, someone finds that there is just one last flying squirrel left. Is it too late for Helsinki to learn why this happened and bring back flying squirrels?* In this plot, the reader develops a long term plan designed to bring flying squirrels back to the city. They look at the strategies that have been done in the past and the extent to which they were or were not successful. Preparation --- There are two ways to implement the plot based approach. The first is that a facilitator pre-curates all activities and the second is that the plot itself is co-created. This may be especially useful if people are finding problems for themselves that they want to explore. This guide will focus on the second scenario. 1. print out cards with the different plot types 2. print out examples from the flying squirrel story (optional) Running a session --- **Steps** 1. Explore issues of shared concern and identify the problem to be explored 2. Find or create a 'seed' story around this issue, with key facts 3. Identify possible open data sources related to key parts of the story, e.g. where and when it takes place, what it is about 4. Collaboratively explore the plot cards and try to frame the story using the plot - who would be an active participant within that plot, and what activities would they do? 5. Select one or more appropriate plot framings 6. Apply the plot(s) to telling the story 7. Communicate the story and associated data 8. Extend the storyline in the directions indicated **How to document** surveys, questionnaires, interviews, videos and photos **Analysis** Inductive thematic analysis, Qualitative analysis **Method originators:** Annika Wolff ###### tags: `datascape toolkit` `toolkit` `method`