Browsing Contributi in volume / Contributions in books by Title
Now showing items 1-20 of 168
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A cent’anni dai ‘Fatti di Renzino’. Dalla celebrazione alle attività di Public History of Education nelle scuole di Foiano della Chiana
(F. Bellacci, "A cent’anni dai ‘Fatti di Renzino’. Dalla celebrazione alle attività di Public History of Education nelle scuole di Foiano della Chiana", in L. Bravi, C. Martinelli, S. Oliviero (edited by), Raccontare la Resistenza a scuola, 2022, pp. 61-71, 2022)The paper shows Public History projects carried on in some school in Foiano della Chiana (Arezzo) in the last years. These projects were focused on the so-called "Fatti di Renzino", i.e. the army revolts organised in 1921 ... -
Activist Digital Public History
(L. Kelland, "Activist Digital Public History", in Handbook of Digital Public History, Berlin, Boston: De Gruyter Oldenbourg, 2022, pp. 359-368, 2022)Digital Public History can provide social movement activists with tools forcultural activism, and collaborations between activists and academics have ad-vanced social justice discourse within the field. Activists, archivists, ... -
Analizzare e utilizzare i programmi televisivi nella didattica della storia
(V. Roghi, "Analizzare e utilizzare i programmi televisivi nella didattica della storia", in L. Cortini, Le fonti audiovisive per la storia e la didattica, 2014, pp. 61-76, 2014) -
Antecedenti, origini e tratti caratterizzanti della Public History in Italia
(L. Tomassini, Raffaella Biscioni, Antecedenti, origini e tratti caratterizzanti della Public History in Italia, in G. Bandini, S. Oliviero (a cura di), "Public History of Education: riflessioni, testimonianze, esperienze", 2019, pp. 3-23, (2019)The essay outlines an excursus on the historical origins and precedents of Public History (PH) practices in Italy, around three main themes: Cultural Heritage; School and University; Territory. National conferences are ... -
Archivists as Peers in Digital Public History
(T. Owens, J.A. Johnston, "Archivists as Peers in Digital Public History", in Handbook of Digital Public History, Berlin, Boston: De Gruyter Oldenbourg, 2022, pp. 149-164, 2022)In the last three decades the web has enabled new digital means for his-torians to reach broader publics and audiences. Over that same period of time, ar-chives and archivists have engaged in a parallel digital transformation. ... -
As Seen through Smartphones: An Evolution of Historic Information Embedment
(B. Oppegaard, "As Seen through Smartphones: An Evolution of Historic Information Embedment", in Handbook of Digital Public History, Berlin, Boston: De Gruyter Oldenbourg, 2022, pp. 395-404, 2022)People who want to learn about history also want to learn about it in theways and through the media that they prefer. Sometimes it happens by reading abook, with the learner at home in a comfy chair in front of a fire. But ... -
Bambini in tempo di guerra. Raccontare il passaggio della guerra e la Resistenza attraverso video-interviste di testimonianza: luoghi, memorie, racconti
(M. Spiganti, "Bambini in tempo di guerra. Raccontare il passaggio della guerra e la Resistenza attraverso video-interviste di testimonianza: luoghi, memorie, racconti", in L. Bravi, C. Martinelli, S. Oliviero (edited by), Raccontare la Resistenza a scuola, 2022, pp. 103-111, 2022)The paper aims at dealing mainly with infantry and it is carried on with methodological reflections, oral history research and audio-visive narrations. It sums up some issues about how to use oral and audio-visive sources ... -
La bellezza come strumento di accesso alla conoscenza storica. La mostra Scuole come capanne. Libri come opere d’arte. Dal Brasile all’Agro romano
(P. Bianchini, C.M. Fernandes Bittencourt, P. Vagliani, La bellezza come strumento di accesso alla conoscenza storica. La mostra Scuole come capanne. Libri come opere d’arte. Dal Brasile all’Agro romano, in G. Bandini, S. Oliviero (a cura di), "Public History of Education: riflessioni, testimonianze, esperienze", 2019, pp. 223-234, 2019)The essay deals with the exhibition “Schools as huts and books as works of art. From Brazil to the Agro Romano” (Scuole come capanne e libri come opere d’arte. Dal Brasile all’Agro Romano), which collected educational ... -
Bibliografia
(AAMOD, "Bibliografia", in L. Cortini, Le fonti audiovisive per la storia e la didattica, 2014, pp.301-310, 2014) -
Big Data and Public History
(F. Clavert, L. Wieneke, "Big Data and Public History", in Handbook of Digital Public History, Berlin, Boston: De Gruyter Oldenbourg, 2022, pp. 447-458, 2022)In this chapter, we define big data in history in three ways: (1) big data implies the use of an amount of data that the historian’s personal computer cannot deal with; (2) the data historians are using must be either ... -
Biografie, spazi, contesti: educare alla Storia
(M. Mazzoni, "Biografie, spazi, contesti: educare alla Storia", in L. Bravi, C. Martinelli, S. Oliviero (edited by), Raccontare la Resistenza a scuola, 2022, pp. 45-52, 2022)In this years, historical witnesses of the Resistenza movement are dissolving. In this context where historical knowledge is facing with a growing crisis, how can we stimulate young generation's interest twoards the ... -
BlogRoll e risorse digitali per la Public History
(M. Dati, "BlogRoll e risorse digitali per la Public History", in La Public History tra scuola, università e territorio. Una introduzione operativa, Firenze: University Press, pp. 123-136, 2022) -
Building Communities, Reconciling Histories: Can We Make a More Honest History?
(R. S Wingo, W. G. Thomas, "Building Communities, Reconciling Histories: Can We Make a More Honest History?", in Handbook of Digital Public History, Berlin, Boston: De Gruyter Oldenbourg, 2022, pp. 327-336, 2022)Using case studies, Rebecca S. Wingo and William G. Thomas III seek todefine how historians define and engage with“community”in digital spaces. Theyidentify three types of digital communities (user groups, hybrid projects, ... -
Buone pratiche di Public History per la formazione e il territorio
(Buone pratiche di Public History per la formazione e il territorio, in La Public History tra scuola, università e territorio. Una introduzione operativa, Firenze: University Press, pp. 139-208, 2022)In keeping with the ten essays collected in the first part of the volume, this section proposes thirty Best Practices files, selected from the most recent and stimulating ones. These are real models of educational action ... -
Cartoline: la memoria e la sua forma visiva
(L. Pieri, "Cartoline: la memoria e la sua forma visiva", in L. Bravi, C. Martinelli, S. Oliviero (edited by), Raccontare la Resistenza a scuola, 2022, pp. v, 2022)"Cartoline" is a didactic method practised by the studies center "Yad Vashem". Starting from the observation and the study of an image, pupils and teachers think about it invlving themselves in a dynamic lesson stimulated ... -
Cinema e didattica della storia oggi: una breve riflessione e un esempio
(D. Ellwood, "Cinema e didattica della storia oggi: una breve riflessione e un esempio", in L. Cortini, Le fonti audiovisive per la storia e la didattica, 2014, pp. 45-59, 2014) -
Il cinema e gli storici
(E. Taviani, "Il cinema e gli storici", in L. Cortini, Le fonti audiovisive per la storia e la didattica, 2014, pp. 97-117, 2014) -
Coltivare memorie: la Storia dopo il terremoto
(S. Mantini, Coltivare memorie: la Storia dopo il terremoto in S. Mariantoni, A. Vaccarelli (a cura di), “Individui, comunità e istituzioni in emergenza”, pp. 249-259, Milano, Franco Angeli, 2018, (2018)È qui presentato il caso di studio dell’Aquila, nelle mutate morfologie che connotarono la città a partire dalla sua fondazione, in un dialogo con il presente che giunge fino al terremoto del 1703, l’ultimo grande sisma ... -
Combining Values of Museums and Digital Culture in Digital Public History
(E. Esten, "Combining Values of Museums and Digital Culture in Digital Public History", in Handbook of Digital Public History, Berlin, Boston: De Gruyter Oldenbourg, 2022, pp. 107-120, 2022)Museum professionals have increasingly introduced technology intohistorical spaces, and history into technological spaces, to augment or transformthe preservation of knowledge and artifacts; the sharing and creation of ... -
Content Management
(G. Zaagsma, "Content Management", in Handbook of Digital Public History, Berlin, Boston: De Gruyter Oldenbourg, 2022, pp. 431-438, 2022)The use of content management systems (CMSes) in public history is a rel-atively new phenomenon that has greatly enhanced the possibilities of presenting,curating and narrating history online. As CMSes have become increasingly ...