Rome Wasn't Digitized in a Day - Council on Library and Information ...

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183 scholars surveyed. Another critical po<strong>in</strong>t made by Audenaert and Furuta was that s<strong>in</strong>ce many scholars wanted to “survey all documentary evidence” related to a text or particular topic (a task they noted that had been made more “tractable” by modern editions), cultural heritage digital library designers should consider a “systematic survey of a collection of source documents” when creat<strong>in</strong>g digital libraries. The third major research question explored how scholars used computers and whether they would be will<strong>in</strong>g to use digital study and research tools <strong>in</strong> their work. The CSE that Audenaert and Furuta contemplated creat<strong>in</strong>g would <strong>in</strong>clude support for both “<strong>in</strong>formation seek<strong>in</strong>g and externaliz<strong>in</strong>g formative ideas.” While <strong>in</strong>formation seek<strong>in</strong>g has received a great deal of attention, Audenaert and Furuta noted that “externaliz<strong>in</strong>g knowledge” had received less attention. 575 As the humanities research process often <strong>in</strong>volves <strong>in</strong>timate experience with both the secondary literature and discipl<strong>in</strong>ary methods of a field, they stated that such knowledge is both “implicit and volum<strong>in</strong>ous,” and <strong>in</strong>dividuals are often unwill<strong>in</strong>g to formally express such knowledge (e.g., through an ontology). At the same time, their study reflected that participants kept both detailed and systematic notes and that they usually kept them electronically. They def<strong>in</strong>ed the scholars’ process of research as “<strong>in</strong>cremental formalism” where they were focused on a specific f<strong>in</strong>al product such as a monograph or scholarly article. Audenaert and Furuta thus asserted, as have many other studies cited <strong>in</strong> this report (Bowman et al. 2010, Porter et al. 2009), that scholars would benefit from both note-tak<strong>in</strong>g and annotation support and from a comprehensive digital environment that supported all the steps of the research process from formal notes to a f<strong>in</strong>al publishable manuscript. One major conclusion Audenaert and Furuta drew from this research was that while digital facsimiles were not “adequate for all research tasks,” they nonetheless played a critical role <strong>in</strong> “mediat<strong>in</strong>g” access. In general, they noted that scholars were most concerned with the editorial contributions they made to a digital project, and the major form of computational support desired was tools that could help them prepare and dissem<strong>in</strong>ate their work to the larger scholarly community. While Audenaert and Furuta acknowledged that scholars were not particularly reflective or “critically oriented” to their own work practices, they still believed that computational support for all levels of the research process should be provided. “To the contrary, we would suggest that the clear (and relatively easy to achieve) benefits of apply<strong>in</strong>g technology to support the dissem<strong>in</strong>ation of scholarship, coupled with the comfortable familiarity of exist<strong>in</strong>g discipl<strong>in</strong>ary methods,” Audenaert and Furuta articulated, “has led the digital humanities community to overlook opportunities to critically assess how new technology might be developed to support the formative stages of scholarship” (Audenaert and Furuta 2010). Audenaert and Furuta argued that scholars’ work with orig<strong>in</strong>al source materials forms part of a “complex ecosystem of <strong>in</strong>quiry” that <strong>in</strong>volves understand<strong>in</strong>g a text and its full context of creation, transmission, and use. They def<strong>in</strong>ed this process through the SCAD model, which consists of five components: primary objects that are studied, the multiple sources of a document (e.g., previous drafts or copies), context (historical, literary, political, etc.), actors; and “derived forms” or the related sources for which an orig<strong>in</strong>al text may <strong>in</strong> turn serve as the source for (e.g., text reuse and repurpos<strong>in</strong>g of content). The ma<strong>in</strong> goal of the SCAD model, the authors expla<strong>in</strong>ed, was to serve “analytical goals” and to be a tool that could guide designers develop<strong>in</strong>g tools for scholars rather than a formal conceptual model for “represent<strong>in</strong>g <strong>in</strong>formation <strong>in</strong> humanities digital libraries.” Somewhat <strong>in</strong> contrast to Benardou et al. (2010a), Audenaert and Furuta were uncerta<strong>in</strong> as to whether scholars would be will<strong>in</strong>g to use tools that formally represented structures and relationships between <strong>in</strong>formation. 575 Some prelim<strong>in</strong>ary work on externaliz<strong>in</strong>g the methods of the humanities research process <strong>in</strong>to an actual ontology for use <strong>in</strong> system design has been conducted by Benardou et al. (2009) for the DARIAH project and is discussed later <strong>in</strong> this paper.
184 A related po<strong>in</strong>t offered by Audenaert and Furuta was that cultural heritage digital libraries and repositories need to reconceptualize their potential roles and move beyond serv<strong>in</strong>g primarily as f<strong>in</strong>al repositories for scholarship, to serve as resources that can support research that is <strong>in</strong> process. Another important <strong>in</strong>sight was that s<strong>in</strong>ce many humanities digitization projects can take years, digital libraries need to be designed as “evolv<strong>in</strong>g resources” that support the “entire life cycle of a research project,” from the digitization of materials to ongo<strong>in</strong>g research us<strong>in</strong>g those resources to the publication and preservation of long-term scholarly works. The authors concluded their paper with five major implications for cultural heritage digital libraries. First, that the research environment that supports scholarly work is as important as the metadata and search<strong>in</strong>g functionalities. The design and ma<strong>in</strong>tenance of such environments, they granted, will require a high level of “ongo<strong>in</strong>g technical <strong>in</strong>vestment” that is rarely found <strong>in</strong> the humanities community. Second, humanities digital libraries will be highly focused and might <strong>in</strong>clude only thousands, or even hundreds, of documents. At the same time, the materials with<strong>in</strong> these collections will have “complex <strong>in</strong>ternal structure” and require a large amount of “related contextual material and editorial notes,” a feature that is already displayed <strong>in</strong> many grow<strong>in</strong>g digital classics collections. Third, to become sites that support digital scholarship, humanities digital libraries will need to be created as “bootstrapp<strong>in</strong>g tools for their own construction” and support for this will need to be factored <strong>in</strong> dur<strong>in</strong>g the design process. Fourth, s<strong>in</strong>ce projects <strong>in</strong> the humanities have long life cycles, both <strong>in</strong> terms of development and reuse, digital libraries will need to be “developed as an ongo<strong>in</strong>g process with chang<strong>in</strong>g audience and needs.” F<strong>in</strong>ally, design<strong>in</strong>g and ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g such complex libraries requires high levels of <strong>in</strong>vestment. Creators of Digital Humanities Resources: Factors for Successful Use Research reported by the LAIRAH (Log Analysis of Internet Resources <strong>in</strong> the Arts and Humanities) 576 project has recently confirmed that there have been “no systematic, evidence-based studies of the use and non-use of digital humanities resources”(Warwick et al. 2008b). To determ<strong>in</strong>e how digital resources were be<strong>in</strong>g used or not used, the LAIRAH project utilized log-analysis techniques 577 to identify 21 popular and well-used digital humanities resources with<strong>in</strong> the United K<strong>in</strong>gdom and conducted <strong>in</strong>-depth <strong>in</strong>terviews with their creators to see they could identify common factors that predisposed these resources for use. Warwick et al. (2008b) synthesized research that had been conducted <strong>in</strong>to scholarly use of digital humanities resource and onl<strong>in</strong>e <strong>in</strong>formation behavior and listed a number of important <strong>in</strong>sights: (1) many scholars were enthusiastic about digital humanities resources but <strong>in</strong> general preferred “generic <strong>in</strong>formation resources” to specialist research sources; (2) humanists needed a wide range <strong>in</strong>formation resources and types but their work typically <strong>in</strong>volved re<strong>in</strong>terpret<strong>in</strong>g “ideas rather than creat<strong>in</strong>g or discover<strong>in</strong>g new data or facts”; (3) humanists would only use technology that fit well with their exist<strong>in</strong>g research methods and if it saved them time and effort; (4) humanists preferred not to have to take specialized tra<strong>in</strong><strong>in</strong>g <strong>in</strong> order to use a resource; (5) while humanities researchers had “sophisticated <strong>in</strong>formation skills and mental models of their physical <strong>in</strong>formation environment,” they often had difficulty apply<strong>in</strong>g these skills <strong>in</strong> a digital environment; (6) humanities scholars were concerned with the accuracy of the materials they used; (7) scholars wanted <strong>in</strong>formation about the analog resource that had been digitized; and (8) scholars expected “high quality content,” and anyth<strong>in</strong>g that complicated 576 http://www.ucl.ac.uk/slais/LAIRAH 577 The LAIRAH project made use of the server logs of the AHDS and the Humbul portal that was merged <strong>in</strong>to Intute (http://www.<strong>in</strong>tute.ac.uk/), a free onl<strong>in</strong>e directory of academic resources that have been reviewed by subject specialists at seven universities.
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"Rome Wasn
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ii ISBN 978-1-932326-38-3 CLIR Publ
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iv EpiDoc-Based Digital Epigraphy P
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vi ABOUT THE AUTHOR Alison Babeu ha
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viii PBW PCA PDB PDL PHI PLANETS PN
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x pursuit of knowledge about the an
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2 and intellectual
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4 associations to work together, an
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6 briefly explore issues that are n
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8 for English translations of Greek
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10 is created of the entire bibliog
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12 directory of more than 2,100 cat
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14 generated by the decision tree p
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16 The image-registration algorithm
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18 Schibel and Rydberg-Cox argued t
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20 information ret
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22 In ancient manuscripts, Sanskrit
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24 algorithms; ins
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26 Markov Models (MEMM) 82 and outp
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28 One major project to recently em
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30 developed a cuneiform sign reper
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32 and prayers), and edited texts a
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34 Digital critical editions, howev
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36 While these requirements may see
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38 many discrete texts, in<
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40 examine how l<s
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42 The second fact that Rob
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44 “multimedia scholarly editions
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46 different apparatuses. In Bosche
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48 individual text
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50 In these cases we must provide a
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52 First, it utilizes a nearest nei
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54 entirely pre-searched for each l
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56 As this research in</str
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58 the inscription
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60 Text Min<strong
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62 This manual analysis provided a
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64 As illustrated by this def<stron
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66 archaeology as a discipl
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68 funded with public money <strong
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70 for re-use is a simple slogan, b
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72 framework to in
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74 then mapped to the CRM-EH so tha
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76 tDAR also stores all resources <
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78 Many look to their in</s
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80 Although the multidiscipl<strong
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82 computer science can make it pos
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84 were created after this time. A
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86 transparency, accessibility, ava
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88 (Research Archive for Ancient Sc
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90 This challenge of not just digit
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92 Part of the research of the Plei
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94 After correctin
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96 Epigraphy Overview: Epigraphy Da
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98 step, because epigraphic texts s
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100 text and to previous annotation
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102 and squeezes as well as a selec
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104 original); typ
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106 To begin this
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108 better set the in</stro
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110 Another related project that ha
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112 used to point
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114 names in texts
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116 and Manuscripts (VRE-SDM) 378 s
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118 level of storage in</st
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120 simplicity, and sensible file n
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122 compliant DTD and schema. 393 I
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124 While the advanced document-rec
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126 Another significant manuscript
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128 compelled to operate in
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130 Cayless thus developed a method
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Page 157 and 158: 146 The final majo
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Page 167 and 168: 156 The conclusion drawn from this
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Page 177 and 178: 166 Another major methodological is
Page 179 and 180: 168 ancient historians. Network ana
Page 181 and 182: 170 Bradley and Short (2005) have o
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Page 185 and 186: 174 sources used and their abbrevia
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Page 189 and 190: 178 materials could be found, a rec
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Page 193: 182 This work tends to focus on des
Page 197 and 198: 186 “infer user
Page 199 and 200: 188 accessed; few providers, if any
Page 201 and 202: 190 information so
Page 203 and 204: 192 features. In addition, while pa
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Page 207 and 208: 196 computers by ancient historians
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Page 223 and 224: 212 across virtual collections of d
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Page 227 and 228: 216 the related MILARQ project, 649
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234 All link<stron
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236 of architecture, tools and serv
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238 reported that eSAD was develop<
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240 semantic tools that would make
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242 Sustainable Pr
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244 A recent ARL report that explor
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246 organizations and fundi
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248 throughout this review, i.e., o
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250 commercial providers. At the sa
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252 representations beyond the bord
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254 such as Vindol
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256 that the question of in
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258 Linguistic Com
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260 resources and technology overvi
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262 According to B
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264 support the main</stron
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266 Interoperability”). 763 The m
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268 as the point o
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270 This architecture makes it easy
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272 [Aschenbrenner et al. 2008]. As
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274 Editions.” Advances i
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276 [Bodard et al. 2009]. Bodard, G
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278 [Bulger et al. 2011]. Bulger, M
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280 [Choudhury and Stin</st
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282 [Crane et al. 2009a]. Crane, Gr
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284 [Dué and Ebbott 2009]. Dué, C
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286 [Flaten 2009]. Flaten, Arne R.
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288 [Hardwick 2000]. Hardwick, Lorn
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290 Conference on E-Science Worksho
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292 [Lockyear 2007]. Lockyear, Kris
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294 Cambridge, MA: Association for
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296 [Ntzios et al. 2007]. Ntzios, K
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298 [Reddy and Crane 2006]. Reddy,
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300 [Rydberg-Cox 2009]. Rydberg-Cox
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302 [Smith 2010]. Smith, D. Neel.
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304 and the Canadian Academic Commu
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306 [Wallom et al. 2009]. Wallom, D
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