DOCSLIB.ORG

Semantic Web Technologies for Digital History: an Introduction

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Semantic Web Technologies for Digital History: an Introduction Semantic Web Technologies for Digital History: an Introduction Workshop at the UNIL Digital History Summer School Maud Ehrmann- Digital Humanities Laboratory – EPFL [email protected] What is it all about Today: how to represent, exchange, link and exploit historical data information extraction interoperability (manual, (semi)-automatic) exploitation unstructured data data storage (primary sources) knowledge representation documents, pictures, videos, art works, tweets, blogs, etc. data processing SOURCE LEVEL DATA/INFORMATION LEVEL KNOWLEDGE LEVEL 6/21/17 Maud Ehrmann - UNIL Digital History Summer School - Workshop 2 Today’s objectives 1. Working with digital historical information 2. Introduction to Semantic Approaches: • Semantic Web and Linked Data • Resource Description Framework • Ontologies • SPARQL 3. Hands on historical data sets published as LD 6/21/17 Maud Ehrmann - UNIL Digital History Summer School - Workshop 3 How to handle historical information? Starting point: ? Ending point: historical sources new historical knowledge, (potentially a lot) shared among historians and with the public at large Hands-on: Take any historical source of your choice, and list the concrete steps you think you will need to be able to exploit it, given some historical questions 6/21/17 Maud Ehrmann - UNIL Digital History Summer School - Workshop 4 Historical information life cycle transcription & annotation metadata enhancement Enrichment Editing physical production look-up, queries, design inf. structure Modelling Creation Usability Retrieval visualization interfaces Durability exhibitions, online DBs, Presentation Analysis historical research digital editions, etc. 6/21/17 Maud Ehrmann - UNIL Digital History Summer School - Workshop 5 Source: Past, present and future of historical information science, Boonstra O. , Breure L., Doorn P., Historical Social Research Journal, 2004, 29-2, pp. 4-132 Challenges & Requirements Regarding historical sources infer missing information • incomplete encode • uncertain uncertainty • scattered interoperability 6/21/17 Maud Ehrmann - UNIL Digital History Summer School - Workshop 6 Challenges & Requirements Regarding historical information keep source and turn back to the interpretation separated original source • relative keep represent diverse non destructive provenance source manipulation • messy interpretations encode spatio- temporal change structure and link data 6/21/17 Maud Ehrmann - UNIL Digital History Summer School - Workshop 7 Challenges & Requirements Regarding historical investigations • (individual) iterative process continuous • difficult to define precise questions communication at the start tool fleXibility and modularity 6/21/17 Maud Ehrmann - UNIL Digital History Summer School - Workshop 8 Semantic Web and Linked Data 6/21/17 Maud Ehrmann - UNIL Digital History Summer School - Workshop 9 The Semantic Web Web of Documents Web of Data URLs U/IRIs 6/21/17 Maud Ehrmann - UNIL Digital History Summer School - Workshop 10 Standard Web Architecture (simplified view) untyped links untyped links untyped links HTML HTML HTML HTML European Polish Wikipedia parliament newspaper DB DB DB 6/21/17 Maud Ehrmann - UNIL Digital History Summer School - Workshop 11 Slide (adapted) from Michele Pasin Standard Web Architecture (simplified view) untypedAnalogylinksGlobal file system untyped links untyped links Designed for Human consumption HTML HTML HTMLPrimary objects DocumentsHTML Links between Documents (or sub parts of) Degree of structure in object Low Semantics of content and links Implicit European Polish Wikipedia parliament newspaper DB DB DB 6/21/17 Maud Ehrmann - UNIL Digital History Summer School - Workshop 12 Slide (adapted) from Michele Pasin Semantic Web Architecture (simplified view) Thing Thing Thing Thing Thing Thing typed links typed links European Polish DBpedia parliament newspaper DB DB 6/21/17 Maud Ehrmann - UNIL Digital History Summer School - Workshop 13 Slide (adpated) from Michele Pasin Semantic Web Architecture (simplified view) Thing http://europeanparliament.eu/entity/JCJuncker http://europeanparliament.eu/relation/mentionedIn Thing http://europeanparliament.eu/entity/Speech237854 HTML European <subject URI> parliament <predicate URI> DB <object URI> 6/21/17 Maud Ehrmann - UNIL Digital History Summer School - Workshop 14 Slide (adapted) from Michele Pasin Semantic Web Architecture (simplified view) <dbp-pers:Jean_Claude_Juncker> <ep:Speech87246> <pnp:Person87246> <dbo:almaMater> <epo:mentions> <pnpo:AltLabel> <dbp:University_Strasbourg> <ep-pers:JCJuncker> <pnpo:Jean_Claudem_Junckerem> Thing Thing AnalogyThing Global data base Designed for Human and Machines Thing Thing Thing Primary objects Things (eXpressed through URIs) typed links typed links Links between Things (eXpressed through URIs) Degree of structure in object High Semantics of content and links Explicit European Polish DBpedia parliament newspaper DB DB 6/21/17 Maud Ehrmann - UNIL Digital History Summer School - Workshop 15 Slide (adapted) from Michele Pasin Semantic Web Architecture (simplified view) <dbp-pers:Jean_Claude_Juncker> <ep:Speech87246> <pnp:Person87246> <dbo:almaMater> <epo:mentions> <pnpo:AltLabel> <dbp:University_Strasbourg> <ep-pers:JCJuncker> <pnpo:Jean_Claudem_Junckerem> Thing Thing Thing Thing Thing Thing typed links typed links European Polish DBpedia parliament newspaper DB DB 6/21/17 Maud Ehrmann - UNIL Digital History Summer School - Workshop 16 Slide (adpated) from Michele Pasin The Semantic Web The Semantic Web is an eXtension of the current web in which information is given well-defined meaning, better enabling computers and people to work in cooperation. (TBL et al., 2001) 6/21/17 Maud Ehrmann - UNIL Digital History Summer School - Workshop 17 The Semantic Web URIs (linked) data The Semantic Web is an extension of the current web in which information is given well-defined meaning, better enabling computers and people to work in cooperation. shared vocabularies query and and ontologies inference 6/21/17 Maud Ehrmann - UNIL Digital History Summer School - Workshop 18 The Semantic Web Render data so that people (and machines) can: • access • understand • exploit Strong focus on interoperability: • syntactic level (format) - machines can read the data • semantic level (conceptual model) - machines can understand the data 6/21/17 Maud Ehrmann - UNIL Digital History Summer School - Workshop 19 Linked Data A way of publishing data according to Semantic Web Standards 1. use URIs as names for things 2. use HTTP URIs so that people can look up those names. 3. when someone looks up a URI, provide useful information, using the standards (RDF, SPARQL) 4. include links to other URIs so that they can discover more things. 6/21/17 Maud Ehrmann - UNIL Digital History Summer School - Workshop 20 See: https://www.w3.org/DesignIssues/LinkedData.html Linked Open Data cloud diagram – 01/2007 - source: http://lod-cloud.net/ 6/21/17 Maud Ehrmann - UNIL Digital History Summer School - Workshop 21 Linked Open Data cloud diagram – 10/2007 - source: http://lod-cloud.net/ 6/21/17 Maud Ehrmann - UNIL Digital History Summer School - Workshop 22 Linked Open Data cloud diagram – 2008 - source: http://lod-cloud.net/ 6/21/17 Maud Ehrmann - UNIL Digital History Summer School - Workshop 23 Linked Open Data cloud diagram - 2009 - Sem- Wiki- Surge company LIBRIS Web- Radio Central RDF ohloh Doap- Music- space Semantic Resex brainz Audio- Flickr Web.org Eurécom MySpace Scrobbler QDOS exporter SW Conference Wrapper IRIT Corpus Toulouse RAE BBC BBC Crunch 2001 FOAF SIOC ACM BBC Later + John Base Revyu Jamendo Peel profiles Sites Playcount TOTP Open- Buda- Data Guides pest DBLP BME RKB Project flickr Geo- Pub Euro- Guten- wrappr Explorer Guide Virtuoso names stat berg Pisa BBC Sponger eprints Programm Open es Calais New- riese World Linked ECS castle Fact- MDB South- IEEE Magna- book ampton Gov- tune RDF Book Track DBpedia Mashup lingvoj Freebase IBM US CiteSeer LAAS- Census W3C DBLP CNRS Data WordNet Hannover UniRef GEO UMBEL Species DBLP Berlin Reactome LinkedCT UniParc Open Taxonomy Cyc Yago Drug PROSITE Daily Bank Med Pub GeneID Homolo Chem Gene KEGG UniProt Pfam ProDom CAS Disea- Gene some ChEBI Ontology Symbol OMIM Inter Pro UniSTS PDB HGNC MGI source: http://lod-cloud.net/ PubMed As of March 2009 6/21/17 Maud Ehrmann - UNIL Digital History Summer School - Workshop 24 Linked Open Data cloud diagram - 2010 - Sussex St. Reading Andrews NDL Audio- Resource Lists subjects t4gm MySpace scrobbler Lists Moseley (DBTune) (DBTune) RAMEAU Folk NTU SH lobid Resource GTAA Plymouth Organi- Reading Lists Lists sations Music ECS Magna- The Open Brainz Music Library LCSH South- DB tune (Data LIBRIS Brainz lobid ampton Ulm Tropes Incubator) (zitgist) Man- Resources EPrints chester Surge biz. Music Reading RISKS Radio The Open ECS data. Brainz Lists John Discogs Library PSH Gem. South- gov.uk (DBTune) UB Peel FanHubz (Data In- (Talis) Norm- Mann- ampton (DB cubator) datei heim RESEX Tune) Jamendo Poké- DEPLOY Popula- Last.fm tion (En- pédia Artists Last.FM Linked RDF AKTing) research EUTC (DBTune) (rdfize) LCCN VIAF Book Wiki data.gov Eurécom Produc- P20 Mashup semantic Pisa NHS .uk classical tions Pokedex web.org (EnAKTing) (DB Mortality Tune) PBAC ECS (En- MARC (RKB AKTing) BBC Budapest Codes Explorer) OpenEI Program BBC Lotico Revyu Energy education List Semantic OAI (En- CO2 data.gov mes Music Crunch SW (En- Chronic- Linked Dog AKTing) .uk NSZL Base AKTing) ling Event- MDB RDF Food Catalog IRIT America Media ohloh BBC DBLP Good-
Load more

Recommended publications
  • Digitalizing Historical Collections Through Data Bases- Digital Applications Towards Promotion of Historical Research
    IOSR Journal Of Humanities And Social Science (IOSR-JHSS) e-ISSN: 2279-0837, p-ISSN: 2279-0845. PP 01-04 www.iosrjournals.org Digitalizing Historical Collections through Data Bases- Digital Applications towards Promotion of Historical Research Dr. Vidya .H.N Associate Professor Department of History Government Arts , Commerce and Post Graduate College Hassan-573201 Karnataka state [email protected], 9448870802 Abstract: This paper examines the emerging trends of application of digital tools to historical research and focuses on introducing digital training towards making historical research reach youth. Digital history is an approach to examine and representing the past that works with the new communication technologies of the computer internet network and software systems. It is an open arena of scholarly production and communication encompassing the development of new course materials and scholarly data collection efforts. Hence a digital historian encounters research issues relating to collection of historical sources, management of historical sources , exploration of historical sources , manipulation of historical sources and proper collaboration of historical sources. Hence there is a need to adopt a careful and completely informed approach in the use of digital tools for historical research. There is a need for a long term policy framework to develop new initiatives through training to historical scholars. There is a need for developing in house expertise for managing digital historical research. History teachers need awareness in using them appropriately. This needs to be evolved as national policy as higher education sector can play a key role in the evolution of such a policy. Keywords: Digitalizing historical collections, data bases, digital applications , promotion of historical research I.
    [Show full text]
  • Teaching the Voices of History Through Primary Sources and Historical Fiction: a Case Study of Teacher and Librarian Roles
    Syracuse University SURFACE School of Information Studies - Dissertations School of Information Studies (iSchool) 2011 Teaching the Voices of History Through Primary Sources and Historical Fiction: A Case Study of Teacher and Librarian Roles Barbara K. Stripling Syracuse University Follow this and additional works at: https://surface.syr.edu/it_etd Recommended Citation Stripling, Barbara K., "Teaching the Voices of History Through Primary Sources and Historical Fiction: A Case Study of Teacher and Librarian Roles" (2011). School of Information Studies - Dissertations. 66. https://surface.syr.edu/it_etd/66 This Dissertation is brought to you for free and open access by the School of Information Studies (iSchool) at SURFACE. It has been accepted for inclusion in School of Information Studies - Dissertations by an authorized administrator of SURFACE. For more information, please contact [email protected]. ABSTRACT The ability to analyze alternative points of view and to empathize (understand the beliefs, attitudes and actions of another from the other’s perspective rather than from one’s own) are essential building blocks for learning in the 21 st century. Empathy for the human participants of historical times has been deemed by a number of educators as important for the development of historical understanding. The classroom teacher and the school librarian both have a prominent stake in creating educational experiences that foster the development of perspective, empathy, and understanding. This case study was designed to investigate the idea
    [Show full text]
  • Introductory Digital History Training for Mid-Career Historians
    Scholars as Students: Introductory Digital History Training for Mid-Career Historians Sharon M. Leon and Sheila A. Brennan, Co-Directors Roy Rosenzweig Center for History and New Media, George Mason University August 31, 2015 Table of Contents Overview 1 Rationale 1 Institute Goals 5 Application Process and Participant Selection 8 Staffing 11 Two Weeks in August 12 Evaluation 15 Post-Institute Activities 17 Looking Forward 18 Appendix A: Institute Team 20 Appendix B: Curriculum 21 Appendix C: Application and Evaluation Forms 63 Overview Mid-career college and university faculty generally have achieved a significant level of expertise in their field of study. At the same time, research suggests that experts may not be so clear about every step of the cognitive work they undertake to attack a new research question or problem. In fact, the more expert an individual is, the less easy it is for that person to surface their process and articulate it for someone else. Only by being consciously pushed to consider, reconsider, and articulate these methodological assumptions, can we open a flexible space for new approaches that can complicate and compliment existing habits of mind. Together, these ideas make up some of the underlying approach that the team at the Roy Rosenzweig Center for History and New Media (RRCHNM) at George Mason University (Mason) took to design and in conducting the Doing Digital History <http://history2014.doingdh.org/> (Doing DH) two-week intensive summer institute for mid-career American historians. Funded by the National Endowment for the Humanities (NEH) Office of Digital Humanities as an Institute for Advanced Topics in the Digital Humanities in August 2014 and under the direction of Sharon M.
    [Show full text]
  • Annual Meeting of the National Council on Public History
    THE MIDDLE: WHERE DID WE COME FROM? WHERE ARE WE GOING? April 19-22, 2017 // Indianapolis, Indiana Annual Meeting of the National Council on Public History Aerial View of a Parade on Monument Circle, Bretzman Collection, Indiana Historical Society, P0338. IUPUI Graduate Program in Public History Established in 1984, the Graduate Program in Public History at Indiana University – Purdue University Indianapolis (IUPUI) trains historians in the research, analytical, and communications skills needed to apply their work in the public arena. Students benefit from a combination of classroom instruction and practical experiences that prepare them for a wide range of public history occupations. Campus adjacent to downtown Indianapolis, which serves as a learning laboratory for public history students. Program highlights include: • A nationally-recognized public history degree program, with opportunities for students to pursue additional qualifications and certifications in Library Science, Museum Studies, and Documentary Editing • Two academic years of half-time paid internships in local institutions provide significant practical training (interns also receive a substantial tuition remission and health insurance) • Situated near several long-time partner institutions and research repositories (including the Indiana Historical Society, Indiana State Library and Historical Bureau, and Eiteljorg Museum of American Indians and Western Art) Graduate public history courses include: Digital Humanities, Historical Administration, Historic Preservation,
    [Show full text]
  • Narrative (PDF)
    Digital Edition Publishing Cooperative for Historical Accounts Abstract and Overview The Digital Edition Publishing Cooperative for Historical Accounts will offer publication and access services to a wide range of editors and users interested in the information contained in historical accounting records. This hub will allow editors to upload their transcriptions from multiple formats—including Excel, Drupal, XML/TEI—without the need for encoding expertise. As outputs, the hub will offer visualizations of current interest to editors—price timelines, commodity pie charts and network diagrams that can be exported to editors’ own websites. In addition, the hosted data will be converted to Resource Definition Framework (RDF), which will make it discoverable for data mining for historians who seek to take advantage of the semantic web and for researchers in fields other than history. This publishing cooperative will leverage relationships developed under Modeling semantically Enhanced Digital Edition of Accounts (MEDEA), a primarily European-based project funded through a 2015 Bilateral Digital Humanities award from the National Endowment for the Humanities and the German Research Foundation. The cooperative will share technical expertise and establish a platform for publication of digital editions that include textual and numerical representations; visualizations of accounting information; and data representation referencing a shared MEDEA bookkeeping ontology. The proposed platform will replicate a system developed at the Centre for Information Modeling (Zentrum für Informationsmodellierung—ZIM), Austrian Centre for Digital Humanities, at the University of Graz: the Humanities Asset Management System (Geisteswissenschaftliches Asset Management System—GAMS), a FEDORA Commons-based infrastructure for data enrichment, publication, and long-term preservation of digital humanities data.
    [Show full text]
  • Journal of the Text Encoding Initiative, Issue 5 | June 2013, « TEI Infrastructures » [Online], Online Since 19 April 2013, Connection on 04 March 2020
    Journal of the Text Encoding Initiative Issue 5 | June 2013 TEI Infrastructures Tobias Blanke and Laurent Romary (dir.) Electronic version URL: http://journals.openedition.org/jtei/772 DOI: 10.4000/jtei.772 ISSN: 2162-5603 Publisher TEI Consortium Electronic reference Tobias Blanke and Laurent Romary (dir.), Journal of the Text Encoding Initiative, Issue 5 | June 2013, « TEI Infrastructures » [Online], Online since 19 April 2013, connection on 04 March 2020. URL : http:// journals.openedition.org/jtei/772 ; DOI : https://doi.org/10.4000/jtei.772 This text was automatically generated on 4 March 2020. TEI Consortium 2011 (Creative Commons Attribution-NoDerivs 3.0 Unported License) 1 TABLE OF CONTENTS Editorial Introduction to the Fifth Issue Tobias Blanke and Laurent Romary PhiloLogic4: An Abstract TEI Query System Timothy Allen, Clovis Gladstone and Richard Whaling TAPAS: Building a TEI Publishing and Repository Service Julia Flanders and Scott Hamlin Islandora and TEI: Current and Emerging Applications/Approaches Kirsta Stapelfeldt and Donald Moses TEI and Project Bamboo Quinn Dombrowski and Seth Denbo TextGrid, TEXTvre, and DARIAH: Sustainability of Infrastructures for Textual Scholarship Mark Hedges, Heike Neuroth, Kathleen M. Smith, Tobias Blanke, Laurent Romary, Marc Küster and Malcolm Illingworth The Evolution of the Text Encoding Initiative: From Research Project to Research Infrastructure Lou Burnard Journal of the Text Encoding Initiative, Issue 5 | June 2013 2 Editorial Introduction to the Fifth Issue Tobias Blanke and Laurent Romary 1 In recent years, European governments and funders, universities and academic societies have increasingly discovered the digital humanities as a new and exciting field that promises new discoveries in humanities research.
    [Show full text]
  • What Is Digital History? a Look at Some Exemplar Projects
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Faculty Publications, Department of History History, Department of 5-2009 What is Digital History? A Look at Some Exemplar Projects Douglas Seefeldt University of Nebraska - Lincoln, [email protected] William G. Thomas III University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/historyfacpub Part of the History Commons Seefeldt, Douglas and Thomas, William G. III, "What is Digital History? A Look at Some Exemplar Projects" (2009). Faculty Publications, Department of History. 98. https://digitalcommons.unl.edu/historyfacpub/98 This Article is brought to you for free and open access by the History, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Faculty Publications, Department of History by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. From the “Intersections: History and New Media” forum in the May 2009 issue of Perspectives on History What is Digital History? A Look at Some Exemplar Projects By Douglas Seefeldt and William G. Thomas Both of us came into the history profession in the early 1990s and went through graduate school just before the remarkable emergence of the World Wide Web. Of course, we can see now that a communication revolution was taking place during those years and that it was changing the way we do historical scholarship and teaching. After the development of browsers like Mosaic Netscape and Netscape Navigator in 1994, the web grew at an astonishing rate into a global information network. Even at the early stages of the web’s growth, history was all over the web.
    [Show full text]
  • Introduction to Digital History
    HIST 7219-01 Northeastern University Fall 2013 Introduction to Digital History Professor Benjamin Schmidt http://benschmidt.org/dighist13 Email: [email protected] Office Hours: Meserve Hall 219 Tuesdays 3-5 pm, or by appointment Overview This course in an introduction to the methods and practice of history in a digi- tal age. The goal is to introduce students to the wide variety of work being done computationally by historians today, Historians are above all curators and creators of texts and artifacts. The rise of computing technology and the Internet has the potential to reshape all sorts of parts of historical practice, from curation to research to dissemination. Following the introduction, we’ll be looking at how digitization affects the historian’s craft in three different domains of work: 1. What sort of sources we use; 2. What sort of research we can do with them; and 3. How we create and share historical research with the many publics historians interact with. In all of these stages, we’re going to get our hands messy. To understand the pos- sibilities and the limitations of digital work, you have to engage with it directly. You’re not expected to come into this class a master programmer, and you won’t leave it one. This is an introductory course to a large and growing field. Rather than try to completely master any single technique (we could certainly spend at least a seminar on text analysis techniques alone), we’ll be trying to get a broad introduction to let us assess and create some of the work already out there.
    [Show full text]
  • Digital Tools & Resources for History Faculty
    Digital Tools & Resources for History Faculty Anna Newman and Vika Zafrin BU Libraries — Digital Scholarship Services April 2017 Introduction This is an annotated list of some resources we think you will find useful as you work to re-consider existing courses — and create new ones — in light of the work of the BU Task Force on General Education. These are just some starting points; a list like this is always incomplete. Would you like to sit down together and brainstorm digital sources, tools, and methodologies as you revise an existing course or create a new one? Please email us at [email protected]. We also invite you to visit our website and sign up for our mailing list using the short form in the sidebar. A note on the availability of technological help and infrastructure: services around digital scholarship and pedagogy at BU are young. Tech infrastructure is often built in response to an existing need. Some things you will need, we do not yet have to offer; but we would like to work with you to find solutions, up to and including building new infrastructure. Digital history resources for research and teaching Digital Public Library of America Aggregates over 15 million digital items from the nation’s libraries, archives, and museums. Everything from world maps to Americana photographs to slavery abolishing ordinances. Multiple ways of exploring the collections, including search, Explore by Place, Explore by Date, and curated digital exhibitions. Has an API, encourages app development, and offers a list of over 30 third-party apps that draw on DPLA materials.
    [Show full text]
  • Digital History: a Guide to Gathering, Preserving, and Presenting the Past on the Web
    'LJLWDO+LVWRU\_$SSHQGL[ Digital History: A Guide to Gathering, Preserving, and Presenting the Past on the Web Appendix: Database Software, Scripting Languages, and XML Introduction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igital History: A Guide to Gathering, Preserving, and Presenting the Past on the Web Appendix: Database Software, Scripting Languages, and XML Databases 0RVWKLVWRULDQVHQFRXQWHUVLPSOHGDWDEDVHVZKHQWKH\XVHFRPPRQVRIWZDUHDSSOLFDWLRQVVXFKDV$FFHVV RU)LOHPDNHU:HEGDWDEDVHVGLIIHUIURPWKHVH³FOLHQW´RUGHVNWRSSURJUDPV7KH\UXQVLOHQWO\LQWKH ³EDFNJURXQG´RIDZHEVHUYHUDQGUHVSRQGWRVSHFLDOL]HGUHTXHVWVWKURXJKVPDOOSLHFHVRISURJUDPPLQJ
    [Show full text]
  • Proposal (Research Statement)
    Research Proposal Hannah Alpert-Abrams August 2016 Scholars transcribe. Every day, at every stage in our research, we engage with the practice of replicative inscription: of transferring a text from one page to another, from one medium to another. We transcribe interviews, copy printed passages, replicate archival documents, produce critical editions of historical texts. Transcription, which I define as the sequential duplication of a text across media, has rarely been given the same scholarly attention as the more exotic practices of translation. This is because transcription offers the promise of the perfect copy, that word-for- word precision so elusive to translators. Yet transcription, too, carries interpretive weight. We choose what to transcribe and we choose how to inscribe it, imposing orthography, chirography, and context onto the replicated text. My research is concerned with the role that transcription plays in shaping historical memory, focusing on the documentary record of early colonial New Spain. The early decades of Spanish colonization were characterized by the complex transcriptions of the contact zone: the movement between pictographic, oral, and alphabetic text. My project, “Unreadable Books: Early Colonial Mexican Documents in Circulation,” considers the long history of textual replication in the context of these sixteenth-century textual objects. Moving across borders and historical periods, it considers the translational aspects of transcriptive labor; how these practices have been adapted to differing historical and geographical conditions; and how these changing conditions have shaped the meaning of each transplanted text. By considering the transliteration of sixteenth-century New Spain, the transatlantic copying of the nineteenth century, and the automatic transcription of new digitization projects, it shows that through the assertion of accuracy and authenticity, transcription can serve as a vector of colonization.
    [Show full text]
  • HI 534: Theory and Practice of Digital History
    1 Professor Frederico Freitas | History Department | North Carolina State University | ​ ​ Phone: 919 515 3307| Office: Withers 251 | Email: [email protected] ​ ​ ​ HI 534: Wednesdays 1:30 p.m. to 4:15 p.m. Tompkins-113 and via Zoom | 3 credit hrs | ​ ​ Spring 2021 | Office Hours: Thursdays and Fridays, 10:00 a.m. to 11:00 a.m. via Zoom and by appointment (link on Moodle). ​ ​ Course Website: Moodle ​ HI 534: Theory and Practice of Digital History 1. THE COURSE This course is a hands-on introduction to the interdisciplinary methodologies and tools of digital history. It comprises three parts: 1) one interdisciplinary group project; 2) seminars on the theory and method of digital history; 3) tutorials on specific tools. Group Projects: Students will develop a digital humanities project based on historical ​ questions and sources. This is a group project where students will work with historical data, choose a digital methodology to address historical questions stemming from the data, and produce a final visualization to be presented in class at the end of the semester. Theoretical Seminar: Besides the interdisciplinary group project, students enrolled in HI ​ 534 will also have the opportunity to discuss literature covering different aspects of digital history scholarship, from general questions about the nature of digital humanities to specific approaches such as text mining, spatial history, and network analysis. Tutorials: Students enrolled on HI 534 will also complete tutorials related to the ​ methods studied. They will be introduced to tools for data cleaning and to initial techniques of data visualization. They will learn how to process text corpora through text mining; how to use GIS tools to assess historical data through a spatial approach; and how to build and make sense of a social network of historical actors.
    [Show full text]