This document provides an introduction and overview of a story map created to summarize the process of developing Rhode Island's Ocean Special Area Management Plan (Ocean SAMP). The story map uses interactive maps, text, images and videos within an online platform to tell the narrative of the Ocean SAMP's inception, development and current status. It aims to communicate the value of the Ocean SAMP planning process and marine spatial planning to various audiences. The document outlines how story maps provide an intuitive format for presenting complex spatial and temporal information in an engaging way, improving comprehension for readers.

1. The Value of Story Mapping for Coastal Managers
An introduction to the Story Map Journal Rhode Island’s Ocean SAMP
By
Christian Fox
Story Map during construction
A MAJOR PAPER SUBMITTED IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE DEGREE OF MASTER OF ENVIRONMENTAL SCIENCE
AND MANAGEMENT
UNIVERSITY OF RHODE ISLAND
May 30, 2016
MAJOR PAPER ADVISOR: Dr. Arthur Gold
MESM TRACK: Earth and Hydrologic Science

2. Storytelling is the most ancient form of education (Marta, 2015), used by every culture on Earth
to pass knowledge between individuals and generations (Henniger, 2005). While typically considered an
outdated mode of instruction in western society, regarded as suitable only for primary school, this view
is both narrow-minded and incorrect. Storytelling is alive and well in America today, and is gaining
broad acceptance once again as means of formal communication through the use of online mapping
applications, videos, graphics, and images (Marta, 2015). Complex concepts are most easily learned
completely and quickly if presented in the form of a narrative (Marta, 2015), and online platforms can
be accessed anywhere an internet connection exists. While stories can be told using any combination of
this variety of media, one of the most versatile platforms is the Story Map framework produced by Esri
(Environmental Systems Research Institute, Redlands, CA).
Maps are tools to transmit spatially-related information, describing the known world. Like oral
or written stories they stimulate the imagination, while also providing orientation to known geography.
Maps can describe phenomena, show physical relationships, and highlight changes that have occurred
through time (Marta, 2015). Frequently, maps are able to quantify these changes, and therefor are used
both as a decision making and communication tools of considerable power (Shucksmith, 2014; Wright,
2009). Esri ArcGIS Online Story Maps maintain the data-communication properties of a map, as well as
communicate a message, a tale, that the author wants to lay out in series, in a chorology a single map
could never provide. Using maps and data in conjunction with audio, video, text, and interactive
content, story maps are an ideal tool to “educate, entertain, and involve [a broad] audience” (Marta,
2015).
The concept of the story map is not unique to Esri ArcGIS Online, or even to Geographic
Information Systems in general. Originally presented in 1981 as a means of enhancing reader
comprehension, story maps are intended to exist as a companion to written text. In the simplest form, a
story map is “a unified representation of a story based on a logical organization of events and ideas of
central importance…and the interrelationships of these events and ideas” (Beck, 1981). That is, a
diagramed summary of the narrative, including explicit and occasionally implicit information. The target
audience benefiting from the original story map paradigm is elementary school reading students.
Throughout the 1980’s the story map evolved as a teaching tool, gaining support from other researchers
as studies proved they improved comprehension in students (Reutzel, 1985), and diversifying into
several variations (Davis, 1989). Story maps function to improve comprehension by providing a
framework through which information presented in text may be organized and understood more easily
(Ruetzel, 1986), ultimately making the narrative more clear than just simple reading through use of a
pictorial display (Idol, 1987).
In the case of ArcGIS Online story maps, the application fills the intended uses of the Cloze Story
Map presented by Ruetzel (1986): to focus selective attention, to provide periodic checks for
comprehension, and to structure efforts to summarize content. Only, instead of a classroom teacher
facilitating this process with students, readers of an Esri Story Map are guided both by the author of the
map, as well as by their own reflection of the material presented. The user may scroll back and forth
through the story to reexamine plot points both chronologically and spatially through the interactive
maps and multimedia offerings. Use of multimedia in this fashion engages users fully, sustaining their

3. attention to ensure full comprehension of the material presented (Graves, 2015). Additionally, the
option to include all types of media grants the author, the storyteller, a greater creativity and capacity to
convey information than could be done with a single map or textual document alone (Graves, 2015).
This story map, then, is the tale of the Ocean SAMP from inception, development, and through
early spring, 2016. The Ocean SAMP is Rhode Island’s coastal policy document, resulting from the
question of whether or not it would be feasible and responsible to construct offshore wind turbines in
the waters near the state (Olsen, 2014). In a broader sense, the Ocean SAMP is also a prime example of
Marine Spatial Planning (MSP), a natural resources management paradigm that considers the planning
area holistically, drawing from interdisciplinary knowledge (Smythe, 2016). MSP involves the collection
of large amounts of data from both natural and social science approaches, and frequently produces
whole new datasets that were previously absent (Halpern, 2012). The process, as well as the resulting
plan, is a great boon to any community willing to engage in the creation of a Plan, and results in stronger
stakeholder/scientist/resource manager relationships, as well as new data and economic growth
(Pomeroy, 2008). In the United States, the approach of formally defined MSP is less than a decade old,
and is still being studied and improved upon by state and regional practitioners (Halpern, 2012).
This story map was inspired by one of those studies: since January 2015 the author has been
part of a team at the University of Rhode Island Coastal Resources Center charged with enhancing
capacity in Marine Spatial Planning practitioners nationally and internationally. One of the lessons
learned in this process was about how to properly manage expectations, and the necessity of properly
communicating the value of the plan and planning effort to participants (Smythe et al., 2016). The
intent of this story map is to help accomplish that goal; to exemplify both the history and value of the
Ocean SAMP process to a broad audience using a variety of media.
The story map format is very intuitive for users to follow (Figure 1). The sidebar on the left of
the map contains text, following a narrative to explain how and why actions were taken in development
of the Ocean SAMP. The majority of the screen is taken up by a map or image related to or featuring the
content of the accompanying text. The maps are all interactive, and may be panned and zoomed, with
features that may be inquired. Some sections have maps that consist of several layers; these may be
toggled using the tabs at the top of the panel. This functionality was accomplished by embedding one
format of story map (Map Series) inside the main format (Map Journal). This flexibility enabled different
data to be presented in the most appropriate, accessible way. Throughout the text there are links and
videos. The reader is encouraged to view these as they will enhance the details of the story. They are
not to be considered sources informing this project, but rather cerebral fodder for those wishing to
delve deeper.
Enjoy! The story map may be accessed at the link below:
http://arcg.is/1TdHSjZ

4. Figure 1: Navigating the Story Map viewer:
Partial screen view
Full (wide) screen view

5. Acknowledgements
This project would have been impossible without the contributions of the amazing people who
have helped bring it together. Many pages could be filled with the accolades I owe each of the
following individuals, but in the interest of brevity I include here only the most choice words of thanks.
First I would like to thank the MESM co-chairs, Drs. Peter August and Arthur Gold. Pete is one of
the most patient people I have ever met, and taught me the complex, and oft-uncooperative, Arc GIS
with aplomb and a lexicon that is the envy of wordsmiths worldwide. Pete inspired this project;
challenging me to learn a new platform for communication and seek out the knowledge required to
complete it, and to do so with a great attention to detail, for which I am grateful. Art’s energy as an
advisor is infectious at all times, and has helped guide me through some of the more convoluted
particulars of graduate school. Art’s intelligence and forethought motivate me to keep learning, and to
keep seeking new ways to apply that knowledge. Together, Pete and Art have led me to more
opportunities for learning, soul-searching, networking, and laughing than any other educator I have ever
known. Their support is unending, and they have enriched both my formal instruction and my life path
beyond measure; thank you both for your dedication, thoughtful input, and sage advice throughout my
graduate career.
Dr. Tiffany Smythe, my supervisor at the Coastal Resources Center, introduced me to the realm
of social science, and taught me many nuances of research I had never known. Tiffany has been an
amazing mentor, guiding me in research and professional development, and pushing me to produce
nothing but top-quality products. Tiffany contributed much of the detailed knowledge that forms the
content of this Story Map, as well as the paraphrased Cox Ledge story. Tiffany has also dedicated time
to reading and re-reading the map journal, critiquing presentations, and reviewing conference posters
with me, often during her few hours off in our busiest weeks at work. Thank you, Tiffany, for always
putting in the extra effort, the extra support, when I needed it, and leading by example with your
wisdom and insights.
Jen McCann, my team leader at the Coastal Resources Center, gave me the gift of working on
the 2015 update of the Ocean SAMP; not only was this a magnificent opportunity to learn the intricacies
of state policy by doing, it was also an opportunity to network with and learn from some of the
brightest, most innovative minds in the country. Jen, like Tiffany, extended to me her trust and involved
me deeply in all of the projects we worked on. This collaborative environment and the lessons I learned
through all we did have been invaluable, and I cannot thank Jen enough for the responsibilities and
freedom she granted me to grow professionally.
Chris Damon and Aimee Mandeville provided the much-needed technical support for this
project; from establishing the URI Arc GIS Online account that hosts it, to uploading all the layers that
are used in the maps. It is thanks to them that many of the Ocean SAMP data layers are now online,
available for use. Chris and Aimee were incredibly patient with my scattered thoughts and evolving
vision for the final product: their technological prowess and tutelage were instrumental at every step of
the way and cannot be overstated. Thank you, Chris and Aimee, for the long hours and many keystrokes
that helped me keep my sanity, and always greeting me with a smile when I showed up with another
poorly-defined idea at your door.
Grover Fugate, while not directly involved in the compilation of this Story Map, has been an
inspiration and wealth of knowledge in my time at the CRC. Thank you to Grover for explaining the

6. details of Rhode Island’s SAMP’s and state policy. Thank you also for all you have taught me about being
a nimble and creative leader, and for including me in the Update process.
Thank you to everyone at Rhode Island Sea Grant, especially Allan Desbonnet, who have
dedicated time to help me prepare for presentations, edit videos, and are, in part, curating this Story
Map on their website.
Thank you to Ambar Espinoza of Rhode Island Public Radio and to Aileen Kenny and Stacy
Tingley at Deepwater Wind, who provided many of the images seen throughout this Story Map. Thank
you to Mark Munro of Sound Underwater Survey for the U-853 side scan sonar image.
Teresa Crean and Emily Patrolia dedicated their time at the outset of this project to get me
started in the right direction, and to explore the functionality of the Story Map platform; thank you for
your advice and words of encouragement. Thanks to Drew Youngs for his input and edits as the
narrative evolved, and to Bill Favitta for the eye he lent to the design. Thank you to Nicole
Andrescavage for being the best partner I could ever ask for at work, and for helping me interpret all
that policy jargon.
Lastly, thank you to Mel Cote for your unending support, motivation, and humor, and for
lending perspective when the little stuff seems overwhelming.

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