Geomorphological Fieldwork

272 Pages·2014·15.369 MB·English

by  Mary J Thornbush, Casey D. Allen, Faith A. Fitzpatrick

Developments in Earth Surface Processes
Volume 18
Geomorphological
Fieldwork
Edited by
Mary J. Thornbush
School of Geography, Earth and Environmental Sciences
University of Birmingham, Edgbaston, Birmingham, UK
Casey D. Allen
Department of Geography and Environmental Sciences,
University of Colorado Denver, Colorado, USA
Faith A. Fitzpatrick
U.S. Geological Survey, Wisconsin Water Science Center,
Middleton, Wisconsin, USA
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Foreword
When Dr. Mary Thornbush first asked me if a book on fieldwork in geomorphol-
ogy was appropriate for our series on Developments in Earth Surface Processes,
I leapt at the chance to edit a book about one of my favorite aspects of this
discipline. In fact, many students who choose to go into physical geography
or geology in the first place are commonly initially drawn to the attraction of
working in the out-of-doors, at least for a part of the year, instead of being stuck
inside at a desk, perhaps for the rest of their lives. Then, as the years pass and
one realizes that regular fieldwork is also a more healthful way of living, the
footwork begins to make even more sense in our perpetual pursuits of youthful-
ness, however futile or seemingly unsuccessful that these may appear. In some
cases, in my experience, people who were first drawn toward the pleasures of
outside sports, such as mountaineering, rock climbing, or spelunking choose to
go on into the study of geomorphology because of their desire to mix pleasure
with this discipline. Also, they found that it was a clever way to get paid for do-
ing what they loved anyway.
This book, Geomorphological Fieldwork, captures many of the essential as-
pects and character of the analysis of landforms in their natural habitat. In fact,
no matter how much people must utilize the laboratory aspects of the discipline
to adequately characterize the research problem, they still need to incorporate
fieldwork for a really complete analysis. In fact, if I may be so bold, doing a
geomorphological study without any fieldwork, does leave a researcher open to
some criticism about perhaps lacking enough “real world” application. In my ex-
perience, where a great deal of quantitative computer modeling or remote sensing
was to be done in any particular project, for example, the best approach com-
monly expressed by my co-principle investigators was that they always stressed
the essentials of including the fieldwork for greater verisimilitude (Shroder and
Bishop, 2003; Copland et al., 2012; Bishop et al., 2014). The numerous chapters
presented here show us a number of these interrelated points of view.
Because a number of prior works have reviewed various specific field meth-
odologies from our increasingly sophisticated hardware toolkit for measur-
ing and sampling the plethora of data-acquisition possibilities (Goudie, 1981,
1991; Switzer et al., 2013), this volume focuses more on philosophical and re-
lated issues of pedagogy and practicality. Issues about how many students learn
best, and the various degrees of thinking about fieldwork versus lectures and
xiii
xiv Foreword
laboratories, are described in various fashions. These ways of thinking about
fieldwork can be of considerable interest to many; others oriented more toward
the technical aspects of their field equipment, or the statistical mechanics of their
sampling programs may be less interested. Dr. Thornbush has even pointed out
the value of fieldwork for human geographers, many of whom may be consider-
ably less interested in this sort of research experience. Nonetheless, the diversity
of points of view expressed in this work may have some broad interest to both
physical geographers and geologists, all of whom share a passion for fieldwork.
These chapters have many new points of view that bear reading by anyone
who is contemplating fieldwork, especially for those concerned about traveling
into foreign lands where different customs prevail. One particular point about
fieldwork that has long been a most important point to me after years of work-
ing in conservative Islamic countries, has been the need to caution my many
excellent female colleagues about taking care to avoid certain male sensibilities
in that world, no matter how offensive we may think these are. Commonly, a
simple head-scarf (hijab) token is enough to keep the prudes and predators at
bay. Even so, in some cases unpleasant situations can develop in the presence
of illiterate and unsophisticated tribesmen. They may try to take liberties with
female field researchers that may lead to attempts to rectify the situation with
violence by one's counterpart foreign field leaders, to whom it is a matter of
honor to protect their employers. Obviously, it is best to never let such situations
develop in the first place; cultural sensitivity is thus a less obvious tool to carry
into the field as well.
Another favorite bugaboo to mention here briefly is the need to maintain
meticulous record keeping and receipts for field purchases to keep the “bean-
counter” accountants at bay. This may entail translating receipts from several
arcane languages that the accountants will not understand. Where a soda pop on
a hot summer day might be disallowed, for example, oral hydration therapy as
medicine that is needed to avoid sunstroke can work miracles instead; it is all in
the presentation it would seem.
Other issues mentioned in this volume that periodically affect fieldwork in-
clude such difficult problems as obesity or culture shock, the need to discuss
such personal issues with students who may have no conception of arduous
fieldwork realities, and the problems of diplomatically addressing such with
those who can or will take offense. Nonetheless, by considering these many
difficult situations, this volume brings attention to issues that must be addressed
before naively entering the field; to do otherwise would be to risk unpleasant or
even possibly dangerous failure. Field safety of all kinds is another issue that
needs a good deal of the useful discussion that this volume provides. In addi-
tion, Dr. Thornbush and her coeditors have also given us a number of chapters
that deal with fluvial and soils geomorphology, which – because they are such
common environments – are quite pragmatic and provided me with a number of
details that I did not know beforehand. After many decades of fieldwork all over
the world, I am always most pleased to learn new things about my discipline.
Foreword xv
REFERENCES
Bishop, M., J. Shroder, Jr., Ghazanfar Ali, A. Bush, Umesh Haritashya, Rakhshan Roohi, Mehmet
Akif Sarikaya, and B. Weihs, 2014, Remote sensing of glaciers in Afghanistan and Pakistan,
in: Kargel, J., G.J. Leonard, M. Bishop, A. Kääb, B. Raup (Eds.), Global Land Ice Mea-
surements from Space (Springer-Praxis), Chapter 23, ISBN-10: 354079817X | ISBN-13:
978-3540798170.
Copland, L., T., Sylvestre, T., Bishop, M., Shroder, J., Seong, Y., Owen, L., Bush, A., Kamp, U.,
2012. Expanded and recently increased glacier surging in the Karakoram. Arctic, Antarctic,
and Alpine Research 43(4), 503–516. doi: http://dx.doi.org/10.1657/1938-4246-43.4.503.
Goudie, A.S., 1981, 1991. Geomorphological Techniques, first and second ed. Allen and Unwin,
London and New York.
Shroder, J., Bishop, M., 2003. Preface to the special issue: a perspective on computer modeling and
field work. Integration of computer modeling and field observations in geomorphology. 31rst
Binghamton Geomorphology Symposium, Geomorphology 53, 1–9.
Switzer, A., Kennedy, D., Shroder, J. (Eds.), 2013. Methods in Geomorphology. Treatise on
Geomorphology (14). Academic Press, San Diego, CA, (Editor in Chief).
John F. Shroder, Jr.
Editor-in-Chief
Developments in Earth Surface Processes
September 17, 2014
Preface
Despite technological advances in remote sensing technologies over the last
couple of decades, fieldwork continues to be a vital component of geomorpho-
logical research. Thus, training and learning of geomorphological field methods
as part of university undergraduate and graduate curricula are equally important
and highly regarded by teachers and students at all levels. This Elsevier volume
highlights the important aspects of not only doing fieldwork but getting ready
for fieldwork and how to teach geomorphology and fieldwork in the field. The
contributing authors of this volume originate from around the world from physi-
cal geography, geology, and Earth science backgrounds. They contribute toward
the development of a field-based education in geomorphology from an interna-
tional perspective. The volume contains a collection of articles that focus on the
rationale for conducting fieldwork (Why Fieldwork?), with direction for doing
fieldwork (Getting into the Field) and preparation tips (Preparing for Fieldwork),
including general field-safety guidelines (Field Safety: Principles, Practice, and
Culture). In addition, the volume importantly incorporates a unique section on
pedagogy (Teaching Geomorphology in the Field) that considers learning styles
(Student Learning Styles) as well as modern (digital) technology used in teach-
ing geomorphology in the field (Fieldwork Going Digital), and presents student
perceptions of conducting geomorphological research as part of undergraduate
learning (Field-Based Learning in Undergraduate Geomorphology Courses).
The final section in the volume contains a fresh look at field methodologies
for soil geomorphology (Use of Field Experiments in Soil Erosion Research)
and fluvial geomorphology (A Geologic Approach to Field Methods in Fluvial
Geomorphology) while conveying pointers for landscape-scale geomorphology
studies (Reading the Landscape in Field-Based Fluvial Geomorphology).
The volume editors are indebted to all those that have contributed directly
and indirectly to the preparation of this volume, including the chapter authors,
series editor, and the publisher. It is hoped that this volume will continue to
inspire fieldwork at all levels and capacities in geomorphology, from the un-
dergraduate learner and postgraduate trainee level to that of the experienced
researcher and practitioner.
xvii
List of contributors
Casey D. Allen, Department of Geography and Environmental Sciences, University of
Colorado Denver, Colorado, USA
Sam Alpay, Geological Survey of Canada, Natural Resources Canada, Ottawa,
Ontario, Canada
Gary Brierley, School of Environment, University of Auckland, Auckland, New
Zealand
Mick Day, Department of Geography, University of Wisconsin-Milwaukee,
Milwaukee, Wisconsin, USA
Wolfgang Fister, Physical Geography and Environmental Change Research Group,
Department of Environmental Sciences, University of Basel, Basel, Switzerland
Faith A. Fitzpatrick, U.S. Geological Survey, Wisconsin Water Science Center,
Middleton, Wisconsin, USA
Derek France, Department of Geography and Development Studies, University of
Chester, Chester, United Kingdom
Kirstie Fryirs, Department of Environmental Sciences, Macquarie University, North
Ryde, New South Wales, Australia
Ian Fuller, Physical Geography Group, Institute of Agriculture and Environment,
Massey University, Palmerston North, New Zealand
Miguel Gomez-Heras, CEI Campus Moncloa, UPM-UCM, CSIC: ETS Arquitectura,
Universidad Politécnica de Madrid and Instituto de Geociencias (CSIC, UCM), Madrid,
Spain and School of Geography, Archaeology and Palaeoecology, Queen’s University
of Belfast, Northern Ireland, United Kingdom
Philip Greenwood, Physical Geography and Environmental Change Research Group,
Department of Environmental Sciences, University of Basel, Basel, Switzerland
Nikolaus J. Kuhn, Physical Geography and Environmental Change Research Group,
Department of Environmental Sciences, University of Basel, Basel, Switzerland
xi
xii List of contributors
Stephen McCabe, School of Geography, Archaeology and Palaeoecology, Queen’s
University of Belfast, Northern Ireland, United Kingdom; Northern Ireland Environment
Link, Belfast, United Kingdom
Roger C. Paulen, Geological Survey of Canada, Natural Resources Canada, Ottawa,
Ontario, Canada
Mary J. Thornbush, School of Geography, Earth and Environmental Sciences
University of Birmingham, Edgbaston, Birmingham, United Kingdom
Chapter 1
Introduction
Mary J. Thornbush*,1, Casey D. Allen**, Faith A. Fitzpatrick†
*School of Geography, Earth and Environmental Sciences University of Birmingham, Edgbaston,
Birmingham, United Kingdom; **Department of Geography and Environmental Sciences, University
of Colorado Denver, Colorado, USA; †U.S. Geological Survey, Wisconsin Water Science Center,
Middleton, Wisconsin, USA
1Corresponding author: E-mail: [email protected]
As part of the Developments in Earth Surface Processes Series, Elsevier brings
this edited volume on geomorphological fieldwork to the attention of practitioners
and teachers of geomorphology, including physical geographers, geologists,
and others who are conducting geomorphological fieldwork. The editors are
representative of these disciplines within the geosciences, including two physical
geographers (from Europe and North America) and a geologist working for the
US Geological Survey. The purpose of this edited volume is to present a selection
of contributions that address all aspects of conducting fieldwork, particularly how
to maximize the benefits of learning geomorphological principles in the field.
This volume expands and complements the contents of a section on field
techniques recently published in Elsevier’s Treatise on Geomorphology
(Shroder 2013), a 14-volume set designed for students, instructors, and profes-
sionals. The final volume (volume 14 on Methods in Geomorphology) of the set
that contains Section 14.2 on the Fundamental Classic and Modern Field Tech-
niques in Geomorphology, including Techniques and Methods for the Field,
comprises field surveying; coring and augering; trenching and exposed faces;
gravel and boulders; rock sampling; describing soils; and ground-penetrating
radar. Although Section 14.2 is geared toward methodological considerations,
this volume on geomorphological fieldwork provides a complete view of the
pedagogic aspects of fieldwork including why fieldwork is conducted, field-
work’s learning benefits across a variety of levels, as well as how to integrate
geomorphological field methods at different spatial and temporal scales. The
emphasis on pedagogy in the current edited volume also leads to executing re-
search in traditional geomorphological landscapes (such as karst and fluvial),
employing typical media (such as soils), and landscape analysis and study.
Beginning with the rationale for conducting fieldwork (Why Fieldwork?),
this volume represents a collection of chapters broken into three overarching
sections: (1) Getting into the Field; (2) Teaching Geomorphology in the Field;
Developments in Earth Surface Processes, Vol. 18. http://dx.doi.org/10.1016/B978-0-444-63402-3.00001-7
Copyright © 2014 Elsevier B.V. All rights reserved. 1
2 Geomorphological Fieldwork
and (3) Field Methodologies. Each section follows the student and practitioner
into the field from the outset of their journey. The first section provides direc-
tion in preparation (Preparing for Fieldwork) and safety (Field Safety). Because
fieldwork offers experiential learning opportunities for students, the second sec-
tion incorporates the importance of fieldwork pedagogy, such as how students
learn in the field traditionally (Students’ Learning Styles) and in the digital age
(Fieldwork Going Digital), as well as a chapter centered specifically on under-
graduates (Field-based Learning in Undergraduate Geomorphology Courses).
The third section focuses on integrated field methodologies and addresses the
traditional and commonly examined landscape (Methods in Fluvial Geomor-
phology), revisits an established topical area (Fieldwork Protocols for Soil
Geomorphology), and conveys general strategies for landscape-scale studies
(Reading the Landscape in Field-Based Geomorphology). This layout prepares
the reader in advance of fieldwork, guiding them through the landscape of field-
work, causing them to know the purpose of executing fieldwork before they
even step into the field and ensuring that they comprehend the approach and
preparation so they are ready to make educated decisions as field practitioners.
The importance of fieldwork’s pedagogical potential, especially in such a
field-based discipline as geomorphology, however, should not be overlooked.
Before exploring individual chapters in this volume then, it is worthwhile to
outline some background of fieldwork’s pedagogical benefits. Field-based
learning involves more retention of material and improves initial learning
(MacKenzie and White, 1982). The contributions in this volume illustrate why
geomorphological fieldwork is more fitting for affective and holistic, rather
than reductionist-style, learning (Dalton, 2001, p. 382). Affective learning more
closely fits the complexity of spatial and temporal scales in geomorphic theories
and paradigms. Davison et al. (2009) consider affective teaching and learning
as “active, reciprocal, fully embodied and involved practice” (p. 311). The af-
fective domain has been employed in the engagement of geoscience teaching
(encompassing geology, physical geography, meteorology, and oceanography),
for instance, van der Hoeven Kraft et al. (2011), who stimulated connections
of nonscience majors with Earth (in addition to emotion and motivation) to
influence student attitudes (see their adopted model in Fig. 1, p. 72) by evoking
emotional attachments. Affective learning acts to engage students more person-
ally so they relate more to the field experience and actually connect more with
it (Allen and Lukinbeal, 2011), reinforcing the experience and making it more
memorable and engaging.
Through engagement, the fieldworker is able to deeply process information
and more easily encode it into lasting memories. British authors Dummer et
al. (2008), for instance, have recognized the influence of reflection using
fieldwork diaries to encourage deep learning. Critical reflection was spurred
by keeping a field course notebook, where students commented on (recorded)
and critically analyzed their learning experience during fieldwork relating to
tourism (Marvell, 2008). These students became not only reflective, but also