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2 episodes with digital cultural heritage
Cautiously, museums across the world are opening their doors. But there's one place where, even during the pandemic, you always get to be up close - the virtual museum. In the digital environment, the museum can take on a new role, less a place of authority, more an agora of ideas. But we have to think outside the box to solve curatorial issues in the digital space. Zara Karschay takes us on a tour...... . To see each and every brushstroke. To handle priceless objects. A place where figures in famous works of art turn to look back at you. A place where you can stay as long as you like in front of the Mona Lisa. Virtual collections aren't new. But for much of last year, our only option to see museum was online. And 2020 had many more cultural institutions racing to develop their virtual collections and tours. As we enter the promised ‘new normal’, or perhaps even a ‘virtual-first’ era, where we might come to see a collection and objects online before going in person, we wonder, what can virtual collections give us that physical collections cannot? How can we turn the novelty of technology into something more meaningful, something that introduces us to new stories that helps us change our minds? Or maybe, that even changes the perspective the museum has of itself? ME: We are definitely rethinking how we're using digital in our collection. ZK: This is Maria Economou, Professor of Digital Cultural Heritage at the University of Glasgow. ME: The digital is not just the technology that underpins it, but also affects the way the museum is seen. It affects its identity, the way we see ourselves. I think the first few years of digital heritage and digital activity, the digital, unfortunately, was the strong partner, and the cultural heritage was the weakest relative. It's improved a lot, but you see even today that sometimes the whistles and bells and the graphics the tech was really the main driving engine rather than, “Who are we doing this for?” “Who are the users?” “What do these collections require?” and being focused more that way. ZK: In the digital environment, the museum can take on a new role, less as a place of authority and more, an agora of ideas, which also reforms the way that visitors see their role in the museum. ME: To think of themselves not just as end-users and consumers and producers of this material, but to put themselves in the position of being critically engaged with this. How do we make sense of personal memories? What do we feel are common memories to be shared? What gives us and helps us define ourselves? It's a shift in your position, in your role, and much more active one. ZK: In 2018 Professor Economou produced the Digital Heritage Strategy for the university's museum, the Hunterian. One of its themes was to find ways to engage a broader public by building and sharing knowledge. From the digital agora to the ancient Roman marketplace, the Hunterian can tell stories about associated but disparate collections, well beyond the walls of the museum. ME: The actual act and art of storytelling has been taking place for so long. And all good cultural institutions are doing some form of storytelling. Even if it's just by putting objects together, even the juxtaposition and placement in space is telling a story and a narrative. We have, for example, in the Hunterian an important part of the Antonine world collections, which is from Roman Scotland. So, one of the parts of the Roman Empire’s most northern frontier, then it goes all over Europe, and then the rest goes south to Africa. So, it's a great big scheme for UNESCO to connect all the sites that relates to the frontiers of the Roman Empire. We were looking at how digital storytelling can support emotional engagement with our collections. So, even for people who actually don't really care that much about Roman Scotland, or history or some of those objects,
An amazing interview with the board of directors of the Alexandria Archives Institute and Open Context. Sarah Kansa - Executive Director of The Alexandria Archive Institute / Open Context Eric Kansa - Technology Director & Open Context Program Director Pinar Durgun - Curator for Digital Collections Interpretation and Public Engagement Leigh Anne Lieberman - Director of Strategic Partnerships. Paulina F. Przystupa - Postdoctoral Researcher in Data Visualization and Reproducibility. L. Meghan Dennis - Postdoctoral Researcher in Data Interpretation and Public Engagement Please check the websites for more info and projects: https://alexandriaarchive.org https://opencontext.org/
On this episode of Showcase; Michelangelo For Sale? 00:32 Simon Tanner, Professor of Digital Cultural Heritage 03:40 The Pain of Artemisia 12:47 Russian Land Art 15:43 A Call to Spy 18:13 Ai Wei Wei For Circa 21:53 #Michelangelo #AiWeiWei #Cinema
The Royal Academy of Arts in London has money problems. Like other museums, job cuts have been announced. But in private, there is reported talk that the organization might make an unexpected move, albeit a controversial one. Simon Tanner, Professor of Digital Cultural Heritage 02:53 #Michelangelo #Art #RoyalAcademy
In this episode, guests Max Sanderson and Melissa Terras talk about sexy science, flea market mysteries, early internet nostalgia and more.Max is the lead audio producer for the Guardian where he produces the ‘Science Weekly’ podcast, among other standalone projects and podcast series. His media work has also featured on the Guardian Music Blog, BBC World Service Radio, BBC Radio 4 and live at the TEDMED Conference in the US.Melissa is Professor of Digital Cultural Heritage here at the University of Edinburgh. As well as leading digital aspects of research within the College of Arts, Humanities, and Social Sciences, she heads up the Edinburgh Centre for Data, Culture and Society and directs research at Edinburgh Futures Institute. Each episode of Sharing things is a conversation between two members of our university community. It could be a student, a member of staff or a graduate, the only thing they have in common at the beginning is Edinburgh. We start with an object. A special, treasured or significant item that we have asked each guest to bring to the conversation. What happens next is sometimes funny, sometimes moving and always unexpected. Find out more at www.ed.ac.uk/sharing-things-podcastAll episodes of season two of Sharing things were recorded before the 23 March 2020 (COVID-19 lockdown in the UK).
Dr Natalie Harrower is the Director of the Digital Repository of Ireland. In this podcast she talks about the challenges of preserving heritage that is ‘born digital' and how best to collect and safeguard our digital cultural heritage. Thirty years after the World Heritage Convention was created to identify and protect outstanding natural and cultural heritage of universal value across the world, UNESCO adopted the Charter on the Preservation of Digital Heritage, highlight the pressing need to address the preservation of our digital legacy. Spanning Kerry to Palmyra, and discussing art, archaeology, Frankfurt school philosophy and 3D scanning, this podcast examines the challenges and solutions for preserving - and providing long-term access to - our digital cultural heritage. About the speaker Dr. Natalie Harrower is the Director of the Digital Repository of Ireland. She is the Principal Investigator for Inspiring Ireland, a collaborative platform for preserving, exhibiting, and promoting Ireland's digital cultural heritage. Based at the Royal Irish Academy, Dr. Harrower is a member of the European Commission's Expert Group on FAIR data, a judge for the International Digital Preservation awards, a member of Ireland's National Archives Advisory Council, and Chair of ALLEA's E-Humanities working group. https://www.dri.ie/dri-team/natalie-harrower About the Heritage Podcast series The Heritage Podcast series is a collection of eight 20 minute podcasts by academic researchers and leaders of major Irish heritage institutions. The series addresses questions of critical importance in Irish heritage. Opportunities and challenges of preservation and protection of Irish cultural heritage are addressed. It also provides a valuable and educational resource recorded by experts in heritage and preservation, which is publicly accessible to prompt thought and discussion. Developed and produced by the Historical Studies Committee of the Royal Irish Academy. Supported by The Heritage Council as part of the 2018 European Year of Cultural Heritage. Recorded by Real Smart Media.
How have academics been represented in children's books? In Picture-Book Professors: Academia and Children's Literature (Cambridge University Press, 2018), Melissa Terras, Professor of Digital Cultural Heritage at the University of Edinburgh, tells the story of the professor in children's books since 1850. The book details the history of highly problematic depictions of academics, usually as kindly old men, baffled buffoons, or evil madmen, depictions that exclude those who are not white, often middle class origin, men. Terras' work is a great example for digital humanities scholarship, offering a powerful case for new methods to answer crucial questions of equality and diversity for humanities scholars and across universities more generally. Alongside the analysis, Terras has published an anthology, The Professor in Children's Literature, including some of the works discussed in the book. Both Picture-Book Professors and the accompanying anthology are open access and free to read, and will be of interest to every academic as well as the wider public too!
How have academics been represented in children’s books? In Picture-Book Professors: Academia and Children’s Literature (Cambridge University Press, 2018), Melissa Terras, Professor of Digital Cultural Heritage at the University of Edinburgh, tells the story of the professor in children’s books since 1850. The book details the history of highly problematic depictions of academics, usually as kindly old men, baffled buffoons, or evil madmen, depictions that exclude those who are not white, often middle class origin, men. Terras’ work is a great example for digital humanities scholarship, offering a powerful case for new methods to answer crucial questions of equality and diversity for humanities scholars and across universities more generally. Alongside the analysis, Terras has published an anthology, The Professor in Children’s Literature, including some of the works discussed in the book. Both Picture-Book Professors and the accompanying anthology are open access and free to read, and will be of interest to every academic as well as the wider public too! Learn more about your ad choices. Visit megaphone.fm/adchoices
How have academics been represented in children’s books? In Picture-Book Professors: Academia and Children’s Literature (Cambridge University Press, 2018), Melissa Terras, Professor of Digital Cultural Heritage at the University of Edinburgh, tells the story of the professor in children’s books since 1850. The book details the history of highly problematic depictions of academics, usually as kindly old men, baffled buffoons, or evil madmen, depictions that exclude those who are not white, often middle class origin, men. Terras’ work is a great example for digital humanities scholarship, offering a powerful case for new methods to answer crucial questions of equality and diversity for humanities scholars and across universities more generally. Alongside the analysis, Terras has published an anthology, The Professor in Children’s Literature, including some of the works discussed in the book. Both Picture-Book Professors and the accompanying anthology are open access and free to read, and will be of interest to every academic as well as the wider public too! Learn more about your ad choices. Visit megaphone.fm/adchoices
How have academics been represented in children’s books? In Picture-Book Professors: Academia and Children’s Literature (Cambridge University Press, 2018), Melissa Terras, Professor of Digital Cultural Heritage at the University of Edinburgh, tells the story of the professor in children’s books since 1850. The book details the history of highly problematic depictions of academics, usually as kindly old men, baffled buffoons, or evil madmen, depictions that exclude those who are not white, often middle class origin, men. Terras’ work is a great example for digital humanities scholarship, offering a powerful case for new methods to answer crucial questions of equality and diversity for humanities scholars and across universities more generally. Alongside the analysis, Terras has published an anthology, The Professor in Children’s Literature, including some of the works discussed in the book. Both Picture-Book Professors and the accompanying anthology are open access and free to read, and will be of interest to every academic as well as the wider public too! Learn more about your ad choices. Visit megaphone.fm/adchoices
How have academics been represented in children’s books? In Picture-Book Professors: Academia and Children’s Literature (Cambridge University Press, 2018), Melissa Terras, Professor of Digital Cultural Heritage at the University of Edinburgh, tells the story of the professor in children’s books since 1850. The book details the history of highly problematic depictions of academics, usually as kindly old men, baffled buffoons, or evil madmen, depictions that exclude those who are not white, often middle class origin, men. Terras’ work is a great example for digital humanities scholarship, offering a powerful case for new methods to answer crucial questions of equality and diversity for humanities scholars and across universities more generally. Alongside the analysis, Terras has published an anthology, The Professor in Children’s Literature, including some of the works discussed in the book. Both Picture-Book Professors and the accompanying anthology are open access and free to read, and will be of interest to every academic as well as the wider public too! Learn more about your ad choices. Visit megaphone.fm/adchoices
How have academics been represented in children’s books? In Picture-Book Professors: Academia and Children’s Literature (Cambridge University Press, 2018), Melissa Terras, Professor of Digital Cultural Heritage at the University of Edinburgh, tells the story of the professor in children’s books since 1850. The book details the history of highly problematic depictions of academics, usually as kindly old men, baffled buffoons, or evil madmen, depictions that exclude those who are not white, often middle class origin, men. Terras’ work is a great example for digital humanities scholarship, offering a powerful case for new methods to answer crucial questions of equality and diversity for humanities scholars and across universities more generally. Alongside the analysis, Terras has published an anthology, The Professor in Children’s Literature, including some of the works discussed in the book. Both Picture-Book Professors and the accompanying anthology are open access and free to read, and will be of interest to every academic as well as the wider public too! Learn more about your ad choices. Visit megaphone.fm/adchoices
How have academics been represented in children’s books? In Picture-Book Professors: Academia and Children’s Literature (Cambridge University Press, 2018), Melissa Terras, Professor of Digital Cultural Heritage at the University of Edinburgh, tells the story of the professor in children’s books since 1850. The book details the history of highly problematic depictions of academics, usually as kindly old men, baffled buffoons, or evil madmen, depictions that exclude those who are not white, often middle class origin, men. Terras’ work is a great example for digital humanities scholarship, offering a powerful case for new methods to answer crucial questions of equality and diversity for humanities scholars and across universities more generally. Alongside the analysis, Terras has published an anthology, The Professor in Children’s Literature, including some of the works discussed in the book. Both Picture-Book Professors and the accompanying anthology are open access and free to read, and will be of interest to every academic as well as the wider public too! Learn more about your ad choices. Visit megaphone.fm/adchoices
To enable people to explore a digital collection, the platform that hosts that collection needs to have a comprehensive understanding of the information it is presenting. However, the level and quality of assistance that can be provided to a user by a computer is largely dependent on the amount of information that the system has about the collection. While such information can be provided by a process of manually tagging and annotating archive contents, this can be expensive, time-consuming or even infeasible if the collection is too large. This talk will explore the challenges involved in the automatic identification and disambiguation of entities within digital cultural heritage collections. Seamus Lawless is Assistant Professor at Trinity College Dublin. Our Big Ideas seminar series is funded by the Friends of The National Archives.
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