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Big data, the “new oil” of the modern data science era, has attracted much attention in the GIScience community. However, we have ignored the role of code in enabling the big data revolution in this modern gold rush. Instead, what attention code has received has focused on computational efficiency and scalability issues. In contrast, we have missed the opportunities that the more transformative aspects of code afford as ways to organize our science. These “big code” practices hold the potential for addressing some ill effects of big data that have been rightly criticized, such as algorithmic bias, lack of representation, gatekeeping, and issues of power imbalances in our communities. In this article, I consider areas where lessons from the open source community can help us evolve a more inclusive, generative, and expansive GIScience. These concern best practices for codes of conduct, data pipelines and reproducibility, refactoring our attribution and reward systems, and a reinvention of our pedagogy.

 

Much progress has been made in the development of software tools for spatial analysis since the special issue ofGeographical Analysisappeared in 2006, devoted to “Recent advances in software for spatial analysis in the social sciences” (Rey and Anselin 2006). The 15 some years since the publication of the issue have been marked by major changes in the spatial analytical software landscape. Arguably, three important and somewhat related phenomena can be distinguished that drove these changes: the embedding of spatial analysis into spatial data science; the growing recognition of open science/open source principles in empirical work; and the increasing adoption of a literate programming perspective.

 

Abstract g eo p y t e r , an acronym of Geographical Python Teaching Resources, provides a hub for the distribution of ‘best practice’ in computational and spatial analytic instruction, enabling instructors to quickly and flexibly remix contributed content to suit their needs and delivery framework and encouraging contributors from around the world to ‘give back’ whether in terms of how to teach individual concepts or deliver whole courses. As such, g eo p y t e r is positioned at the confluence of two powerful streams of thought in software and education: the free and open-source software movement in which contributors help to build better software, usually on an unpaid basis, in return for having access to better tools and the recognition of their peers); and the rise of Massive Open Online Courses, which seek to radically expand access to education by moving course content online and providing access to students anywhere in the world at little or no cost. This paper sets out in greater detail the origins and inspiration for g eo p y t e r , the design of the system and, through examples, the types of innovative workflows that it enables for teachers. We believe that tools like g eo p y t e r , which build on open teaching practices and promote the development of a shared understanding of what it is to be a computational geographer represent an opportunity to expand the impact of this second wave of innovation in instruction while reducing the demands placed on those actively teaching in this area.