- Chiave di iscrizione: DIGIT
Il corso di "Digital history" richiede la frequenza costante, dato il carattere pratico e dimostrativo di gran parte dell'attività svolta in aula. Gli studenti non frequentanti che vogliano sostenere l'esame devono concordare il programma personalmente con il docente (firstname.lastname@example.org)
Introduzione allo strumento "Zotero" del Center for History and New Media, George Mason University, per l'organizzazione dell'informazione bibliografica e sitografica reperita in rete
The Association of College & Research Libraries, a division of the American Library Association, 2015
Holocaust Research and Archives in the Digital Age, edited by Laura Brazzo, Reto Speck in Quest. Issues in Contemporary Jewish History. Journal of Fondazione CDEC, n. 13 August 2018
Serge Noiret, "“Public history” e “storia pubblica” nella rete, in Media e storia, a cura di F. Mineccia e L. Tomassini, num. spec. di Ricerche Storiche, a. XXXIX, n. 2-3, maggio-dicembre 2009.
in Contemporanea, 2, 2013
Douglas Seefeldt, University of Nebraska - Lincoln, email@example.com; William G. Thomas, III, University of Nebraska - Lincoln, firstname.lastname@example.org, "What is Digital History? A Look at Some Exemplar Projects", Faculty Publications, Department of History, 98 (2009) http://digitalcommons.unl.edu/historyfacpub/98
Dan Edelstein, Giovanna Ceserani Caroline Winterer Paula Findlen Nicole Coleman, "Historical Research in a Digital Age: Reflections from the Mapping the Republic of Letters Project", American Historical Review, Volume 122, Issue 2, April 2017, Pages 400–424
2. Valutazione di siti web
3. Guide alle risorse online per gli studi storici
Guide generali e guide tematiche
4. Progetti di digital history
Questa sezione presenta progetti di digital history realizzati presso centri di digital humanities internazionali.
EXPLORE THE DISPERSAL OF ENSLAVED AFRICANS ACROSS THE ATLANTIC WORLD
This digital memorial raises questions about the largest slave trades in history and offers access to the documentation available to answer them. European colonizers turned to Africa for enslaved laborers to build the cities and extract the resources of the Americas. They forced millions of mostly unnamed Africans across the Atlantic to the Americas, and from one part of the Americas to another. Analyze these slave trades and view interactive maps, timelines, and animations to see the dispersal in action.Henry Louis Gates introduces Slave Voyages 2.0 and some of its people: https://www.slavevoyages.org/#
ORBIS: The Stanford Geospatial Network Model of the Roman World reconstructs the time cost and financial expense associated with a wide range of different types of travel in antiquity. The model is based on a simplified version of the giant network of cities, roads, rivers and sea lanes that framed movement across the Roman Empire. It broadly reflects conditions around 200 CE but also covers a few sites and roads created in late antiquity.
Charles Booth's London enables you to search the catalogue of over 450 original notebooks from the Inquiry into Life and Labour in London (1886-1903), view 41 digitised notebooks and explore the London poverty maps.
GlobalSeaRoutes (GSR) is a relational geospatial database aimed at the study of sea routes on a global scale in the modern and contemporary ages, in order to understand how the degree of world interconnectedness from the standpoint of maritime journey times evolved over four centuries (1500-1914).
Project launch: January 2019.
Expected publication online: October-November 2020
Interfaccia di accesso (solo dimostrativa e provvisoria)
Other examples:Concord voyage with default visual settings:
Novara voyage with default visual settings:
The same with arrival and departure statements in order to connect the first and last line with a point: especially useful when enabling the animation of these paths:
EGO | European History Online is a transcultural history of Europe on the Internet. It investigates processes of intercultural exchange in European history whose impact extended beyond state, national and cultural borders. EGO describes Europe as a constantly changing communicative space which witnessed extremely varied processes of interaction, circulation, overlapping and entanglement, of exchange and transfer, but also confrontation, resistance and demarcation.
Before email, faculty meetings, international colloquia, and professional associations, the world of scholarship relied on its own networks: networks of correspondence that stretched across countries and continents; the social networks created by scientific academies; and the physical networks brought about by travel. These networks were the lifelines of learning, from the age of Erasmus to the age of Franklin. They facilitated the dissemination&emdash;and the criticism&emdash;of ideas, the spread of political news, as well as the circulation of people and objects.
But what did these networks actually look like? Were they as extensive as we are led to believe? How did they evolve over time? Mapping the Republic of Letters, in collaboration with international partners, seeks to answer these and other questions through the development of sophisticated, interactive visualization tools. It also aims to create a repository for metadata on early-modern scholarship, and guidelines for future data capture.
The Grand Tour Project began in 2008, when Giovanna Ceserani established it as one of the case studies within Mapping the Republic of Letters, the Stanford digital project dedicated to investigating early modern networks of knowledge through sophisticated digital approaches. The Grand Tour Project continues this mission while focusing on eighteenth-century travels to Italy, and, now based within CESTA (Stanford's Center for Spatial and Textual Analysis), it maintains close links to Mapping Republic of Letters and other Cesta research clusters such as the Spatial History Project and Humanities+Design. While remaining based in Stanford, where it has involved over the years many undergraduate and graduate researchers, faculty and staff, it has also expanded its collaborations internationally, as exemplified by its workshops (see People and Workshops). The Grand Tour Project is made possible thanks to generous institutional encouragement detailed at Project Support.
The Spatial History Project at Stanford University is a place for a collaborative community of students, staff, and scholars to engage in creative spatial, textual and visual analysis to further research in the humanities.
We are proudly part of the Center for Spatial and Textual Analysis (CESTA) on the top floor of Wallenberg Hall.
We continually seek fruitful collaborations with faculty at Stanford and beyond, and hire motivated students year round. If you are interested in learning more, please contact Amanda Bergado.
Questo sito costituisce un centro di documentazione on line sull'internamento e la prigionia come pratiche di repressione messe in atto dallo Stato italiano nel periodo che va dalla presa del potere da parte di Benito Mussolini (1922) fino alla fine della seconda guerra mondiale (1945).
The September 11 Digital Archive uses electronic media to collect, preserve, and present the history of September 11, 2001 and its aftermath. The Archive contains more than 150,000 digital items, a tally that includes more than 40,000 emails and other electronic communications, more than 40,000 first-hand stories, and more than 15,000 digital images. In September 2003, the Library of Congress accepted the Archive into its collections, an event that both ensured the Archive's long-term preservation and marked the library's first major digital acquisition.
The Repertorium Academicum Germanicum (RAG) is a long-term project in the field of digital humanities that records and evaluates the biographical, social and cultural data of university scholars of the Holy Roman Empire. The prosopographic database of the RAG contains information on the elites of the medieval student body: Masters or Licentiates of Arts and graduates of the three higher faculties (jurisprudence, theology and medicine). Additionally nongraduates from the noblity who attended an university are also taken into account.
Not registered are nongraduate visitors of the arts faculties (scholares simplices) as well as graduates with lower degrees (baccalaurii artium).
The aim of the RAG is to develop the history of the cultural reach of a pre-modern intellectual leadership and impulse group and to gain a comprehensive insight into the medieval origins of the modern knowledge society with around 60,000 people with 360'000 observations on their life and career paths, within the framework of an analysis of contextualized prosopography.
During the late Renaissance – around 1570 – humanists developed a new “shorthand” way of representing the world at a single glance: personifications of the four continents Europe, Asia, Africa and America. While the continent allegory as an iconic type had already been invented in antiquity, humanists and their artists adapted the concept by creating the four-continent scheme and standardized the attributes characterizing the continents. During the next 230 years until ca. 1800, this iconic scheme became a huge success story. All known media were employed to bring the four continent allegories into the public and into people’s homes. Within this prolonged history of personifications of the continents, the peak was reached in the Late Baroque, and especially the 18th century. As a pictorial language they were interwoven with texts, dogmas, narratives and stereotypes. Thus the project team find himself asking: What did continent allegories actually mean to people living in the Baroque age?
The Global Middle Ages Project—G-MAP— is an ambitious effort by an international collaboration of scholars to see the world whole, c. 500 to 1500 CE, to deliver the stories of lives, objects, and actions in dynamic relationship and change across deep time.
G-MAP grew out of a teaching experiment at the University of Texas in 2004, when 7 scholars of different specializations invited students to see what the planetary past looked like when teaching was not carved up into disciplines and departments, or bound by area studies and regional studies.
Our charge was to see the world whole in a large swathe of time—as a network of spaces braided into relationship by trade and travel, mobile stories, cosmopolitan religions, global cities, cultural borrowings, traveling technologies, international languages, and even pandemics, climate, and wars. We traveled in the seminar from Europe to Dar al-Islam, Sub-Saharan Africa to India, Eurasia, China, and the many Asias in a time span of about a millennium.
Our students, and others, told us over and over again that learning should be more often like this.
The exhilaration of this learning experiment led to workshops and publications, lectures and conference panels focused on reconstructing the globalisms of a thousand years.
In 2007 Susan Noakes at the University of Minnesota and Geraldine Heng at the University of Texas founded G-MAP and MappaMundi (“world map”), a cybernetic initiative to aggregate the digital projects of the Global Middle Ages. The Scholarly Community for the Globalization of the Middle Ages—SCGMA (pronounced “sigma”)—is our name for the international community of professorial faculty, students, technologists, digital humanists, designers, and others whose ideas and energy power our projects.
- - The Black Death Digital Archive Project
- "Discoveries" of the Americas
- Early Global Connections: East Africa between Asia, and Mediterranean Europe
- Evil Eye
- Imagining Medieval Narrative: The Travels of Marco Polo
- Mapping the Mongol Empire
- The Peregrinations of Prester John: The Creation of a Global Story Across 600 Years
The Encyclopedia of Romantic Nationalism (ERNiE) contains c. 1700 analytical articles on themes and persons, as well as historical documentation (Letters, Writings, Images, Music etc.), tracing and visualizing the transnational rise of national culture-building in 19th-century Europe.
Full description of the project: https://spinnet.eu/ernie/covstrcontents
5. Rassegne di risorse digitali (esercitazioni studenti: anno accademico decrescente e ordine alfabetico cognomi)
1) ANNO ACCADEMICO 2019-2020
2) ANNO ACCADEMICO 2018-2019