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

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201 audience. Expand<strong>in</strong>g the opportunities of collaboration beyond scholars to the <strong>in</strong>terested public was considered as important by a variety of projects. While this section has largely focused on access <strong>in</strong> terms of digital scholarship and content that is freely available, another key component of access is the ability to f<strong>in</strong>d such materials <strong>in</strong> the first place. The nature of open-access digital collections <strong>in</strong> classics and the challenges of catalog<strong>in</strong>g and collect<strong>in</strong>g them has been addressed by Chuck Jones, director of the library at ISAW. 610 As his charge at ISAW is to “develop a library of the scholarly resources required to support a research and teach<strong>in</strong>g program cover<strong>in</strong>g the ancient world from the Pillars of Hercules to the Pacific and from the emergence of civilized life until Late Antiquity,” he quickly realized that such a collection would have to be both physical and digital and that the digital component of the ISAW library would ultimately <strong>in</strong>clude resources developed both locally and elsewhere (Jones 2010). The ISAW is also seek<strong>in</strong>g to develop a project they are call<strong>in</strong>g the “Ancient World Digital Library” to <strong>in</strong>tegrate po<strong>in</strong>ts of access and discovery to materials with<strong>in</strong> tools scholars already use. 611 As chief editor of the Abzu 612 bibliography (started <strong>in</strong> 1994 and now part of ETANA), Jones described the chang<strong>in</strong>g nature of his catalog<strong>in</strong>g work, from almost anyth<strong>in</strong>g he could f<strong>in</strong>d to conscious collection mak<strong>in</strong>g. Whereas once he also focused on <strong>in</strong>clud<strong>in</strong>g access to commercially licensed materials, he found that research library f<strong>in</strong>d<strong>in</strong>g tools covered this area well. At the same time, he realized that “it was equally evident that the research library community was not yet com<strong>in</strong>g to grips with provid<strong>in</strong>g suitable access to born-digital and open access digital publication which is freely distributed, requir<strong>in</strong>g neither purchase nor license”(Jones 2010). So as the work of Abzu cont<strong>in</strong>ued, Jones decided to create the blog “the Ancient World Onl<strong>in</strong>e” 613 as a means of provid<strong>in</strong>g even faster access to new open-access publications on the Ancient World. While Jones had orig<strong>in</strong>ally blogged solely under the larger Ancient World Bloggers Group, 614 he found that the sheer volume of resources available onl<strong>in</strong>e necessitated the development of his own blog specifically dedicated to open-access sources about the Ancient World. For example, Jones ma<strong>in</strong>ta<strong>in</strong>s an alphabetical list 615 of open-access journals <strong>in</strong> Ancient Studies that currently has more than 600 titles. 616 This list also demonstrates that the idea of provid<strong>in</strong>g open access to scholarship is steadily ga<strong>in</strong><strong>in</strong>g acceptance with<strong>in</strong> the classical community. A detailed analysis of the history and results of one of these open-access journals (Frankfurter elektronische Rundschau zur Altertumskunde [feRA]) has been explored <strong>in</strong> a recent Archaeolog blog post by Stefan Krmnicek and Peter Probst (Krmnicek and Probst 2010). 617 They expla<strong>in</strong>ed that FeRA was created <strong>in</strong> 2006 and was <strong>in</strong>tended as an onl<strong>in</strong>e forum for young scholars <strong>in</strong> archaeology from all over the world to publish their work. FeRA is published three times a year and has <strong>in</strong>cluded 36 contributions <strong>in</strong> German, English, and Italian. In analyz<strong>in</strong>g their log files, they noted that only about 14 percent of their visits orig<strong>in</strong>ated from academic networks, and while they acknowledged that many academics might utilize commercial ISPs to access FeRA, they believed these results suggested that “a fairly large group of people <strong>in</strong>terested <strong>in</strong> the very specialized field of classical studies exists outside 610 http://www.nyu.edu/isaw/ 611 In March 2011, an <strong>in</strong>itial book view<strong>in</strong>g application for the Ancient World Digital Library was announced on the Ancient World onl<strong>in</strong>e blog (http://dlib.nyu.edu/awdl/). 612 http://www.etana.org/abzu/ 613 http://ancientworldonl<strong>in</strong>e.blogspot.com/ 614 http://ancientworldbloggers.blogspot.com/ 615 http://ancientworldonl<strong>in</strong>e.blogspot.com/2009/10/alphabetical-list-of-open-access.html 616 This list also illustrates the importance of provid<strong>in</strong>g such a collection service for when search<strong>in</strong>g <strong>in</strong> the Directory of Open Access Journals (DOAJ) (http://www.doaj.org/), various keyword searches <strong>in</strong> November 2010 (ancient [6 journals]), antiquity [9 journals], classics [6]), classical [14]) turned up only 24 unique classics journals, <strong>in</strong>clud<strong>in</strong>g three of the most prom<strong>in</strong>ent, Didaskalia (http://www.didaskalia.net/journal.html), Electronic Antiquity (http://scholar.lib.vt.edu/ejournals/ElAnt/) and Leeds International Classical Studies (http://www.leeds.ac.uk/classics/lics/). 617 http://traumwerk.stanford.edu/archaeolog/2010/05/open_access_classical_studies.html
202 academia.” At the same time, they revealed that the number of manuscripts submitted by young scholars had been far less then expected and that the emphasis had shifted from articles to reviews, and they hypothesized that scholars who were not yet established <strong>in</strong> their fields were reluctant to publish outside traditional pr<strong>in</strong>t media, a supposition confirmed by the research of Harley et al. (2010). Thus the challenges of traditional peer review and scholarly promotion meant that fewer younger scholars were fully profit<strong>in</strong>g from opportunities <strong>in</strong> digital publish<strong>in</strong>g (e.g., reach<strong>in</strong>g a greater audience, higher research impact). F<strong>in</strong>ally, there are a number of prom<strong>in</strong>ent blogs that explore scholarship on the ancient world. As listed above, the Ancient World Bloggers Group is a metablog with many bloggers and serves as “a place for posts and discussion about blogg<strong>in</strong>g the Ancient World.” Two other prom<strong>in</strong>ent classical blogs are antiquist and 618 RogueClassicism. 619 While a full review of blogs is beyond the scope of this review, Tom Elliott has put together several feed aggregators 620 that br<strong>in</strong>g together a large number of blogs, <strong>in</strong>clud<strong>in</strong>g “Maia Atlantis: Ancient World Bloggers,” which br<strong>in</strong>gs content together from bloggers at the Ancient World Bloggers Group and the eClassics community on N<strong>in</strong>g, 621 and “Electra Atlantis: Approaches to Antiquity,” which br<strong>in</strong>gs together content from ancient world blogs that also frequently exam<strong>in</strong>e issues of digital scholarship and technology. These aggregators are excellent tools for keep<strong>in</strong>g current on the classical blogosphere. Undergraduate Research, Teach<strong>in</strong>g, and E-Learn<strong>in</strong>g While the previous section discussed new forms of openness and collaboration among scholars, the field of digital classics has also presented new opportunities for collaboration with students through undergraduate research. In addition, the large number of digital classics resources onl<strong>in</strong>e, as well as the number of websites designed for <strong>in</strong>dependent learn<strong>in</strong>g, present new possibilities for teach<strong>in</strong>g. This section looks at some recent efforts <strong>in</strong> these areas. There are a number of useful e-learn<strong>in</strong>g resources onl<strong>in</strong>e both for traditional students and for <strong>in</strong>dependent learners of classical languages as well as for those study<strong>in</strong>g the ancient world. 622 One of the oldest resources is Textkit, 623 a website that provides a number of free onl<strong>in</strong>e resources for the learn<strong>in</strong>g of Greek and Lat<strong>in</strong>. Some of its core collections are a number of public doma<strong>in</strong> grammar books as well of Greek and Lat<strong>in</strong> e-texts. Textkit also has an extensive forum where registered users can participate <strong>in</strong> various topics about learn<strong>in</strong>g Lat<strong>in</strong> and Greek. Another longstand<strong>in</strong>g project is VRoma, 624 an onl<strong>in</strong>e learn<strong>in</strong>g community of teachers and students that is dedicated to creat<strong>in</strong>g onl<strong>in</strong>e resources for “teach<strong>in</strong>g about the Lat<strong>in</strong> language and ancient Roman culture.” This project was <strong>in</strong>itially funded <strong>in</strong> 1997 through a “Teach<strong>in</strong>g with Technology” grant from the NEH. It ma<strong>in</strong>ta<strong>in</strong>s an active website that has two ma<strong>in</strong> components: an onl<strong>in</strong>e learn<strong>in</strong>g environment (MOO) and a collection of Internet resources. This MOO simulates an onl<strong>in</strong>e “place” or “a virtual 618 http://www.antiquist.org/blog/page_id=2 619 http://rogueclassicism.com/ 620 http://planet.atlantides.org/ 621 http://eclassics.n<strong>in</strong>g.com/ 622 Many thematic resources have been developed for the study of particular aspects of classics onl<strong>in</strong>e. For example, the study of ancient medic<strong>in</strong>e <strong>in</strong>cludes “Medic<strong>in</strong>e Antiqua” (http://www.ucl.ac.uk/~ucgajpd/medic<strong>in</strong>a%20antiqua/<strong>in</strong>dex.html), a selected classical text repository and onl<strong>in</strong>e resource directory created by the Wellcome Trust Centre for the History of Medic<strong>in</strong>e at University College London, and Asclepion (http://www.<strong>in</strong>diana.edu/~ancmed/<strong>in</strong>tro.HTM) “a World Wide Web page devoted to the study of ancient medic<strong>in</strong>e” that was created by the University of Indiana Bloom<strong>in</strong>gton. 623 http://www.textkit.com 624 http://www.vroma.org/
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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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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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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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132 must consider commercial and en
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134 standard developed for the desc
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136 to standard catalogs, identific
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138 present an extension and comb<s
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140 scholars in th
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142 described as the amicitia papyr
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144 to a full text transcription wh
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146 The final majo
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148 One is toward openness; the oth
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Page 193 and 194: 182 This work tends to focus on des
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Page 215 and 216: 204 granted their views of the pote
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Page 227 and 228: 216 the related MILARQ project, 649
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Page 255 and 256: 244 A recent ARL report that explor
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252 representations beyond the bord
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256 that the question of in
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260 resources and technology overvi
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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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