Who is a Public Historian

Cosa è
(o potrebbe essere)
un Public
Historian
Enrica Salvatori - Università di Pisa

domenica 11 marzo 12

Come ci vediamo noi
(voi)?


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.


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..


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.”


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
beêr
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”


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


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


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.


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..


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):


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


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.


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


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


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?
;-‐)


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


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”


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.


Podcasting


Museum exhibitions
and services


HISTORICAL PARK
AND REVIVAL


3 D visualization
environment
The
London
Charter


Mapping History


Visualization of
Historical Data -
TIMELINE


Visualization of
Historical Data


Digital History Essay
with interactive chapters

Martha

Ballard’s
Diary

Online


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.


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


THE 09/11 DIGITAL ARCHIVE


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.


genealogy tools
and sites


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

Italian examples
MEMORO, LA BANCA DELLA
MEMORIA
FACCIA A FACCIA,
FONDAZIONE DALMINE
TRAMONTI, ITINERARI DELLA
MEMORIA LUNGO I CRINALI
DELLA VAL DI VARA


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
commiêd
to
keeping
the
project
alive
arer
its
creators

move
on
to
other
things…


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?


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]


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.


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.


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.


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.”


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
beêr
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.


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
commiêes
and
tenure
decisions,
through
our
program
commiêes
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


Center for Digital Humanities
University of South California


Digital History, Department of History,
University of Nebraska-Lincoln


Digital Public History
Project

The

Geography
of

Slavery
in

Virginia,
2005-‐


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.


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)


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)


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


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