4. Epistemology
PH
is
not
only
about
poli/cal
use
of
history
(Storia
Pubblica
-‐
Italy)
PH
is
not
about
re-‐inven/ng
history
to
serve
a
cause
(Historikerstreit
in
Germany)
Public
History
(PH)
generated
a
digital
public
history
approach,
NOW
CHIEFLY
because
of
the
use
of
the
web
to
comunicate
“history”
PH
is
one
of
the
most
important
innova/on
in
the
historical
profession
star/ng
in
the
1970’s.
domenica 11 marzo 12
5. Brief History of PH
In
the
UK
without
using
the
same
terminology
“PH”
appeared
during
the
post-‐68
cultural
movement.
Raphael
Samuel
a
socialist
“public
historian”
invented
the
History
Workshops
mee/ngs
at
Ruskin
College,
Oxford,
to
bring
history
outside
universi/es.
He
used
of
public
lectures
and
intellectual
debates
with
Union
and
working
class
members.
He
captured
individual
and
collec/ve
popular
memories
and
founded
the
History
Workshop
Journal
in
1976
connec/ng
history
to
recent
poli/cal
issues
in
a
so-‐called
“Public
History
Movement”.
The
idea
was
to
“democra?ze”
history
through
all
means
and
sources:
photography
(family
albums
as
sources),
cinema,
theater,
literature
(“wri/ng
myself
into
history”),
oral
history
enquiries,
etc..
domenica 11 marzo 12
6. History Workshop Journal’s
PH without using the name
“like
the
Workshops,
like
the
pamphlets,
like
the
books
in
the
Workshop
series,
the
journal
will
be
concerned
to
bring
the
boundaries
of
history
closer
to
people's
lives.
Like
them,
it
will
address
itself
to
the
fundamental
elements
of
social
life
—work
and
material
culture,
class
rela/ons
and
poli/cs,
sex
divisions
and
marriage,
family,
school
and
home.
We
are
concerned
at
the
narrowing
of
the
influence
of
history
in
our
society,
and
at
its
progressive
withdrawal
from
the
ba^le
of
ideas.
This
shrinking
of
stature
cannot
be
ascribed
to
a
decline
in
popular
interest.
Throughout
Bri/sh
society
a
desire
for
historical
understanding
con/nues
to
exist;
and
it
is
only
some/mes
fulfilled
by
the
manufacturers
of
part
series,
populariza/ons,
television
entertainment,
and
so
forth.
'Serious
history’
has
become
a
subject
reserved
for
the
specialist.”
domenica 11 marzo 12
7. Birth of a University PH
field in the USA
Birth
as
a
discipline
with
the
name
PH
in
1978-‐1979
at
UCSB,
University
of
Southern
California
at
Santa
Barbara.
G.Wesley
Johnson
founded
“The
Public
Historian”
in
1978
1979:
crea/on
of
the
Na/onal
Council
of
Public
History
(NCPH)
Why
?
Lack
of
University
jobs
Bringing
history
to
local
communi/es
outside
the
university
Bringing
history
to
public
and
private
ins/tu/ons,
private
firms,
government
administra/on
at
all
levels
To
understand
be^er
contemporary
social,
economic,
environmental
urban
problems:
using
the
past
for
understanding
the
present
Historians
should
be
on
the
“frontline”
in
the
media
to
par/cipate
to
public
debates
when
there’s
a
“need
for
history”
domenica 11 marzo 12
8. Innovating
professionally in
communicating History
PH
is
more
than
30
years
old
It
has
become
an
academic
discipline
in
many
countries
Museum,
archives,
libraries,
private
and
public
ins/tu/ons
are
prac/cing
PH
worldwide
PH
uses
systema/cally
all
media
to
communicate
history
Now the
WWW
cannibalizes
all
other
media
and
is
a
fer/le
space
available
to
develop
PH
projects
domenica 11 marzo 12
9. The Aims
Making
history
for
the
widest
public
possible
Making
history
outside
the
university
as
professional
historians
(university
degrees
&
methodological
skills)
Doing
history
close
to
communi/es
of
people
(social,
ethnical,
poli/cal,
cultural,
etc.)
Reconstruc/ng
memories
and
iden//es
at
different
scale
Doing
interac/ve
History
together
with
common
people
Crowdsourcing
ac/vi/es
Performing
collabora/ve
and
interdisciplinary
histor
projects
in
the
humani/es
and
social
sciences
Spreading
History
inside
the
society
using
all
possible
media
and
ac/vi/es
domenica 11 marzo 12
10. Public Historians
should be able to
offer
scholarly
history
essays
(re-‐)
create
primary
sources
use
professionally
the
media
build
complex
web
sites
to
disseminate
the
presence
of
history
in
our
socie/es
create
web
2.0.
invented
archives
help
in
keeping
alive
our
collec/ve
memories
use
of
popular
history
methods
and
wri/ngs
(“popularizing”),
research
and
teach
history
for
private
and
public
employers
collaborate
with
other
professions
to
create
a
“collec/ve”
and
collabora/ve
working
environment.
domenica 11 marzo 12
11. What are made for PH
projects?
Reenactment
and
living
history
History
parks
and
environmental
parks
Memory
museums,
parks
and
exhibi/ons
Crea/on
of
archives
and
sources
together
with
“ordinary”
people
Oral
history
methods
Urban
restora/on
projects
History
projects
in
physical
and
virtual
spaces
Heritage
preserva/on,
etc..
domenica 11 marzo 12
12. Defining PH is possible ?
Public
History
in
Australia
has
been
defined
as
'the
prac/ce
of
history
by
academically
trained
historians
working
for
public
agencies
or
as
freelancers
outside
the
universi/es'.
Public
historians
may
work
in
heritage
conserva/on,
commissioned
history,
museums,
the
media,
educa/on,
radio,
film
interac/ve
mul/media
and
other
areas.
They
are
people
who
have
asked:
'What
is
history
for?'
And
they
are
concerned
with
addressing
the
rela/onship
between
audience,
prac/ce
and
social
context.
Public
history,
however,
is
an
elas/c
term
that
can
mean
different
things
to
different
people,
locally,
regionally,
na/onally
and
interna/onally.
The
democra/za/on
of
'history
making'
and
the
rise
of
professional
historians'
associa/ons
have
also
blurred
simple
defini/ons.
Public
representa/ons
of
the
past,
official
or
otherwise,
which
marginalize
or
abuse
history
raise
other
vital
ques/ons
for
all
concerned
with
public
histories.”
Australian
Centre
for
Public
History
at
the
University
of
Technology
(Sidney,
Australia):
domenica 11 marzo 12
13. NCPH definition of PH
A
movement,
methodology,
and
approach
that
promotes
the
collabora/ve
study
and
prac/ce
of
history;
its
prac//oners
embrace
a
mission
to
make
their
special
insights
accessible
and
useful
to
the
public
domenica 11 marzo 12
14. Lynn H.Nelson pioneer
“digital historian”’s definition
Public
History
in
the
United
States
means
the
presenta?on
of
History
to
an
audience
not
familiar
with
the
subject
being
presented.
[…]
Public
historian
is
the
means
by
which
historical
actuality
is
made
a^rac/ve
and
understandable
to
the
American
public
[…]
that
is
deeply
ignorant
of
its
na/on's
history
and
geography,
and
that
sees
li^le
value
in
the
study
of,
much
less
the
apprecia/on
of,
History
[…].
People
trained
in
Public
History
expect
to
obtain
jobs
as
historical
museum
curators,
managers
of
public
archives
(such
as
the
na/onal
and
state
archives,
educa/onal
consultants
for
History
curricula
at
the
primary
and
secondary
level,
directors
of
state
(or
large
local)
historical
socie/es,
Army,
Navy,
Marine
and
Air
Force
historians,
managers
of
re-‐enactment
organiza/ons
and/or
events,
staffing
the
na/onal
and
state
historic
parks
and
cemeteries,
historical
monument
commissions,
historic
preserva/on
boards,
and
the
like,
or
as
self-‐
employed
historians
seeking
government
grants
or
wri/ng
such
grants
for
local
authori/es,
or
a
writers
of
popular
historical
accounts.
domenica 11 marzo 12
15. Different sectors of PH
Wesley
Johnson
in
1978:
Public
ins/tu/ons
Firms
and
business
enterprises
Consultancies
for
other
professions
(lawyers,
doctors,
public
administrators
at
all
levels,
etc..)
Media
(and
today
new
digital
media)
Heritage
(“conserving”
the
past)
Teaching
local
history
problems
through
local
history
socie/es
Managing
and
crea/ng
archives
Teaching
Public
History
at
Schools
and
Universi/es
domenica 11 marzo 12
16. A discipline,
field, movement or
method ?
Working
collec/vely
and
within
groups
with
different
professional
skills
and
training
Combining
empirical
research
and
conceptual
wri/ngs
A
PH
is
not
only
a
teacher
but
also
a
professional
historian
making
original
research:
“historical
skills
are
just
as
important
and
usable
whether
one
is
called
educator,
research
director,
communica/ons
specialist,
records
manager
or
Public
Historians”.
The
methods
are
as
any
other
academic
historian
but
also
using
the
“new
media”
technologies
in
digital
history
domenica 11 marzo 12
17. Open problems in the PH field
What
is
objec/vity
in
PH
works
?
Which
kind
of
public
should
be
served
?
Which
kind
of
ac/vi/es
should
be
performed
as
PH
?
In
which
physical/virtual
spaces
performing
PH
?
Which
appropriate
media
should
be
chosen
?
How
to
integrate
memory
and
iden/ty
studies?
How
do
develop
PH
in
Italy?
;-‐)
domenica 11 marzo 12
18. WWW = Cannibal
The
Web
cannibalizes
all
other
media
BUT
it
is
also
a
fer/le
space
to
develop
PH
projects
A
Public
Historian
should
be
also
a
Digital
Historian
domenica 11 marzo 12
19. THE WEB AS
DIGITAL LAB
Con/nue
interac/on
between
our
personal
computer
and
the
web
through
the
browser
for
searching,
publishing
and
teaching
history
The
web
is
poten/ally
a
“personal
digital
laboratory”.
The
web
offers
interac/ve
services
and
access
to
digital
informa/on/
documenta/on:
repositories,
reference
managers,
blogs,
discussion’s
lists,
e-‐learning/e-‐teaching
sorware’s,
and
now
Zotero.
Digital
literature
is
created
using
the
web
Virtual
Primary
sources
(or
meta-‐sources)
are
available
History
in
the
web
is
widely
used
by
many
different
“publics”
domenica 11 marzo 12
20. The Valley of the
Shadow
The
Valley
of
the
Shadow
is
a
digital
archive
of
primary
sources
that
document
the
lives
of
people
in
Augusta
County,
Virginia,
and
Franklin
County,
Pennsylvania,
during
the
era
of
the
American
Civil
War.
The
Valley
Project
is
a
part
of
the
Virginia
Center
for
Digital
History
at
the
University
of
Virginia.
domenica 11 marzo 12
28. Digital History Essay
with interactive chapters
Martha
Ballard’s
Diary
Online
domenica 11 marzo 12
29. Gulag: Many Days, Many
Lives
The
Soviet
Gulag
existed
neither
as
a
single
unified
experience,
nor
as
a
single
unified
ins/tu/on.
This
massive
and
lethal
machine
influenced
the
lives
of
millions
of
people
from
1917-‐1988.
Gulag:
Many
Days,
Many
Lives
presents
an
in-‐depth
look
at
life
in
the
Gulag
through
exhibits
featuring
original
documentaries
and
prisoner
voices;
an
archive
filled
with
documents
and
images;
and
teaching
and
bibliographic
resources
that
encourage
further
study.
Visitors
also
are
encouraged
to
reflect
and
share
their
thoughts
about
the
Gulag
system.
domenica 11 marzo 12
30. Interactive digital
public history
Web
2.0
tools
allow
a
different
kind
of
par/cipa/on
in
History
by
several
different
kind
of
community
Crea/ng
sources
and
inven/ng
archives
Commen/ng
and
implemen/ng
digital
archives
Commen/ng
and
sharing
view
about
history
domenica 11 marzo 12
32. Hurricane Digital
Memory Bank
Arer
the
construc/on
of
the
September
11
Digital
archive
the
most
recent
digital
history
project
is
Hurricane
Digital
Memory
Bank
This
is
an
invented
archive:
The
Hurricane
Digital
Memory
Bank
uses
electronic
media
to
collect,
preserve,
and
present
the
stories
and
digital
record
of
Hurricanes
Katrina,
Rita,
and
Wilma.
The
project
contributes
to
the
ongoing
effort
by
historians
and
archivists
to
preserve
the
record
of
these
storms
by
collec/ng
first-‐hand
accounts,
on-‐scene
images,
blog
pos/ngs,
and
podcasts.
domenica 11 marzo 12
34. Community-based social
and digital history
The
Cleveland
Cultural
Gardens
embody
the
history
of
twen/eth
century
America.
Each
individual
garden
is
founded
and
maintained
by
the
city’s
many
ethnic
communi/es,
revealing
the
history
of
immigra/on
to,
and
migra/on
within,
the
United
States.
Web
2.0
tools
allow
a
different
kind
of
par/cipa/on
in
History
by
several
different
kind
of
community
They
comment
on
how
they
have
built
communi/es
and
constructed
their
iden//es
as
individuals
and
collec/ves.
The
gardens
reveal
the
stories
of
the
major
conflicts
that
gave
shape
to
the
century:
World
War
I,
World
War
II
and
the
Cold
War.
Insights
into
the
large
social,
economic,
poli/cal,
and
cultural
upheavals
that
roiled
through
the
na/on
during
the
last
century:
the
Great
Depression,
suburbaniza/on,
the
Civil
Rights
Movement,
and
the
deindustrializa/on.
This
is
a
story
of
hope
and
despair,
joy
and
sadness,
conflict
and
coopera/on,
growth
and
declin
domenica 11 marzo 12
35. Italian examples
MEMORO, LA BANCA DELLA
MEMORIA
FACCIA A FACCIA,
FONDAZIONE DALMINE
TRAMONTI, ITINERARI DELLA
MEMORIA LUNGO I CRINALI
DELLA VAL DI VARA
domenica 11 marzo 12
36. Digital History and
Public History
Audience:
New
bridges
between
academic
and
popular/public
history.
New
Archives/New
Inquiry:
Digital
resources
are
expanding
and
redefining
the
archival
base
for
most
fields
and
thereby
redefining
the
fields
themselves.
(This
is
driven
more
by
libraries
and
the
tech
industry
than
by
historians.)
Collabora?on:
[…]
The
best
digital
projects
are
collabora/ve,
involving
mul/ple
scholars
and
a
technical
team,
and
ideally
an
ins/tu/on
commi^ed
to
keeping
the
project
alive
arer
its
creators
move
on
to
other
things…
domenica 11 marzo 12
37. Which skills?
a “linked to the public” view of History
communication
a basic knowledge of HTML, CMS, digital video-audio, data visualization
soft ware are becoming more and more friendly
more?
and now?
domenica 11 marzo 12
38. First time of DH
“So
far
few
historians
have
tried
to
define
"digital
history."
We
were
probably
the
first
to
use
the
term
when
Ed
Ayers
and
I
founded
and
named
the
Virginia
Center
for
Digital
History
(VCDH)
in
1997–1998.
We
used
the
term
in
essays
and
talks
to
describe
The
Valley
of
the
Shadow.
In
1997
we
taught
an
undergraduate
seminar,
"Digital
History
of
the
Civil
War."
We
began
calling
such
courses
"digital
history
seminars"
and
taught
seven
of
them
at
the
University
of
Virginia
over
as
many
years.Later
Steve
Mintz
started
his
site
(in
effect,
a
digital
textbook)
sing
the
name
Digital
History.”
from
Daniel
J.
Cohen,
Michael
Frisch,
Patrick
Gallagher,
Steven
Mintz,
Kirsten
Sword,
Amy
Murrell
Taylor,
William
G.
Thomas
III,
and
William
J.
Turkel:
Interchange:
The
Promise
of
Digital
History,
in
Journal
of
American
History,
2,
2008,
§
11,
pp.452-‐491,
URL:
h^p://www.historycoopera/ve.org/journals/jah/95.2/interchange.html]
domenica 11 marzo 12
39. Digital Historian
At
GMU's
Center
for
History
and
New
Media,
Roy
A.Rosenzweig
oversaw
the
crea/on
of
online
history
projects
(Links
to
Washington
Post
ar/cle
by
Adam
Bernstein,Washington
Post
Staff
Writer,
Saturday,
October
13,
2007)
Roy
A.
Rosenzweig,
57,
a
social
and
cultural
historian
at
George
Mason
University
[…]
became
a
prominent
advocate
for
"digital
history,"
a
field
combining
historical
scholarshipwith
digital
media's
broad
reach
and
interac/ve
possibili/es,
died
Oct.
11
at
Virginia
Hospital
Center
in
Arlington
County.
Daniel
J.
Cohen
and
Roy
Rosenzweig:
Digital
history
:
a
guide
to
gathering,
preserving,
and
presen/ng
the
past
on
the
Web.,
Philadelphia,
Pa.:
University
of
Pennsylvania
Press,
2005.
domenica 11 marzo 12
40. Digital World History
“…In
the
1990s,
world
history
courses
went
online[…].
With
the
use
of
these
materials
inevitably
came
arguments
for
greater
interac/vity—in
the
form
of
the
online
documenta/on
and
in
the
underlying
interpreta/on.
[…]
Digital
media
have
been
extraordinarily
helpful
in
spreading
the
word
on
all
approaches
to
world
history
[…]
especially
by
providing
online
documents
and
interpre/ve
statements
on
a
wide
range
of
topics.
I
would
label
the
sum
total
of
this
development
as
"digitally
assisted
world
history.“
For
a
more
conceptually
thoroughgoing
"digital
world
history",
one
needs
to
see
the
advantages
of
digital
technology
suffused
throughout
the
processes
of
research,
publica/on,
and
teaching.
One
must
ask
what
digital
history
can
do
to
facilitate
the
construc/on
of
complex
and
mul/dimensional
narra/ves….”
Digital
World
History:
An
Agenda
-‐
Patrick
Manning,
University
of
Pi^sburgh,
April
2007.
domenica 11 marzo 12
41. A METHOD OR A FIELD?
Digital
History
is
about:
Services:
technologies
in
the
fields
of
humani/es
compu/ng
and
history
Historiography:
hypertextual,
and
expressive
ways
to
write
history
Digital
primary
sources
(and/or
meta-‐sources)
E-‐teaching/learning
facili/es
for
history.
domenica 11 marzo 12
42. WHAT’S DIGITAL
“Digital
history
is
an
approach
to
examining
and
represen/ng
the
past
that
takes
advantage
of
new
communica/on
technologies
such
as
computers
and
the
Web.
It
draws
on
essen/al
features
of
the
digital
realm,
such
as
databases,
hypertextualiza/on,
and
networks,
to
create
and
share
historical
knowledge.
Digital
history
complements
other
forms
of
history—indeed,
it
draws
its
strength
and
methodological
rigor
from
this
age-‐old
form
of
human
understanding
while
using
the
latest
technology.”
domenica 11 marzo 12
43. WHAT’S DH IN WIKIPEDIA
Digital
history
is
a
rapidly
changing
field.
New
methods
and
formats
are
currently
being
developed.
This
means
that
'digital
history'
is
a
difficult
term
to
define.
However,
it
is
possible
to
iden/fy
general
characteris/cs.
Digital
history
represents
a
democra?za?on
of
history
in
that
anyone
with
access
to
the
Internet
can
have
their
voice
heard,
including
marginalized
groups
which
were
oren
excluded
in
the
'grand
narra/ves'
of
na/on
and
empire.
In
contrast
to
earlier
media
formats,
digital
history
texts
tend
to
be
non-‐linear
and
interac?ve,
encouraging
user
par/cipa/on
and
engagement.
Digital
history
is
studied
from
various
disciplinary
perspec?ves
and
in
rela/on
to
a
range
of
interrelated
themes
and
ac/vi/es.
The
field
includes
discussion
of:
archives,
libraries,
and
encyclopedias;
museums
and
virtual
exhibits;
digital
iden/ty
and
biography;
digital
games
and
virtual
worlds;
online
communi/es
and
social
networks;
Web
2.0;
and
e-‐research
and
cyber-‐infrastructure.
Digital
methods
in
historical
research
offer
new
ways
to
record,
communicate
and
preserve
documents,
ar/facts
and
knowledge
of
the
past.
However,
there
are
challenges.
These
include:
developing
efficient
ways
to
determine
the
authority
and
authen?city
of
digital
content;
shiring
from
long
established
archival
preserva/on
systems
designed
for
earlier
media
formats
to
using
rela/vely
unstable
digital
preserva/on
formats
and
standards;
and
ensuring
be^er
accessibility
for
those
who
lack
access
to
the
technology
due
to
age-‐related
or
socio-‐economic
disadvantage.
Many
online
history
projects
facilitate
large-‐scale
conversa?ons
(one-‐to-‐one,
one-‐to-‐many
and
many-‐to-‐many),
producing
new
kinds
of
distributed
'texts'.
Further
research
is
required
to
understand
the
significance
of
these
texts
for
historical
studies.
domenica 11 marzo 12
44. Why becoming a Digital
Historian ?
“Only
historians
can
decide
whether
history
will
par/cipate
in
the
intoxica/ng
possibili/es
of
a
true
hypertextual
history,
of
a
recons/tuted
social
science
history,
of
an
en/rely
new
kind
of
immersive
history.
Only
we
can
decide
if
we
want
to
make
use
of
any
of
the
tools
that
are
being
created
for
purposes
far
from
our
own
current
prac?ce.
There
is
nothing
in
the
machinery
itself
that
will
cause
any
of
this
to
happen.
[..]
Digital
media
does
not
produce
any
par/cular
outcome.
It
does
not
intrinsically
degrade
educa/on
and
scholarship
nor
does
it
necessarily
improve
them.
Everything
depends
on
the
decisions
we
make.
We
can
decide
to
encourage
the
collabora/on
and
risk-‐taking
necessary
for
digital
history
through
our
selec/on
commi^ees
and
tenure
decisions,
through
our
program
commi^ees
and
editorial
policies.
We
can
champion
the
new
connec/ons
between
professors
and
secondary
teachers,
between
teachers
and
students,
and
between
historians
and
readers
already
encouraged
by
the
new
media.
The
inven?on,
development,
and
spread
of
new
media
are
the
most
profound
historical
change
of
the
last
decade
and
those
changes
show
every
sign
of
accelera?ng.
Historians
need
to
understand
the
new
media
and
its
implica/ons
as
fully
as
possible,
for
both
defensive
and
hopeful
reasons.
We
need
to
resist
the
dilu?on
and
distor?on
of
historical
knowledge
brought
by
the
erosion
of
our
authority
in
a
widely
dispersed
new
medium.
The
best
way
to
wage
that
resistance
is
to
seize
for
ourselves
the
opportuni?es
the
medium
offers,
opportuni/es
to
touch
the
past,
present,
and
future
in
new
ways.”
In:
The
Pasts
and
Futures
of
Digital
History,
URL:
[h^p://www.vcdh.virginia.edu/PastsFutures.html]
Edward
L.
Ayers.
University
of
Virginia,
1999
(Later,
from
2002,
VCDH,
Virginia
Center
for
Digital
History
domenica 11 marzo 12
45. Center for Digital Humanities
University of South California
domenica 11 marzo 12
47. Digital Public History
Project
The
Geography
of
Slavery
in
Virginia,
2005-‐
domenica 11 marzo 12
48. EHPS - European History
Primary Sources
European
History
Primary
Sources
(EHPS),
is
an
index
of
scholarly
websites
that
offer
online
access
to
primary
sources
on
the
history
of
Europe.
The
Digital
Primary
Sources
contained
in
EHPS
indexed
web
sites,
are
not
limited
to
meta-‐sources
but
include
also
invented
archives
and
born
digital
sources.
EHPS
was
presented
during
an
interna/onal
conference
organized
in
Florence
on
15-‐16
December
2009
called
Cultural
Heritage
on
line.
Empowering
users:
an
ac/ve
role
for
user
communi/es.
domenica 11 marzo 12
49. DH in Italy
Non-‐professional
History,
Trento
in
Cina
Everybody’s
History,
Diario
di
un
fante
Academic
History
(Stmoderna.it
-‐
Corso
di
Storia
Digitale,
University
of
Pisa)
Divulga/ve
History
(La
Torre
Monalda
a
FI)
Memories
(Memoro,
l’archivio
della
memoria)
Online
exhibi/ons
(The
Museum
of
Fascist
Unforms)
Blogs
(Storelint
-‐
Seminari
autoges//
di
Storia
)
Interac/ve
History
(Dalmine:
Faccia
a
Faccia)
domenica 11 marzo 12
50. From Public to Digital Public
History: professional
historians as mediators
“Although
they
trusted
college
professors
as
experts,
Americans
expressed
a
strong
preference
for
the
direct
experience
that
museums
seemed
to
offer
[…].
[People]
preferred
to
make
their
own
histories”.
William
G.
Thomas
III
(University
of
Nebraska)
domenica 11 marzo 12
51. Presence of the past in
American Society
“What
counts
[for
Thelen
and
Rosenzweig]
is
the
uses
of
the
past
in
the
present:
that
is,
the
availability
of
usable
pasts
rather
the
the
pastness
of
history”.
For
doing
this
a
PH
is
using
the
methods
of
any
other
professional
historian
PHs
should
also
be
trained
to
use
TV,
radio,
web
and
all
other
media’s
and
acquire
a
professional
role
of
mediator
PHs
should
be
trained
to
design
complex
web
sites
through
digital
history
prac/ces
thinking
about:
accessibility,
interoperability,
sustainability,
use
of
specific
methods
for
interac/ng
with
diverse
publics.
Bernard
Eric
Jensen:
“Usable
pasts:
comparing
approaches
to
Popular
and
Public
History.”,
in
Paul
Ashton
e
Hilda
Kean
(a
cura
di):
People
and
their
pasts:
public
history
today.,
Basingstoke:
Palgrave
domenica 11 marzo 12