This customisable comparison feature can provide a deeper level of insight into an investigation of the Bayeux Tapestry and the telling of historical stories in general. Researchers can also study the historiography of the Bayeux Tapestry at a scholarly level because the commentary consistently references the work of experts. The commentary gives an explanation of the panels and scenes when the reader moves in either a linear or non- linear direction to follow or revise the story.
The Digital Bayeux Tapestry is organised well with a set of menus for research links and navigation buttons to scroll backward and forward through the text. The intuitive layout of the interface is further emphasised with the use of switches that can toggle on and off dialogue boxes that Liu also suggest may be a source of distraction for readers of digital texts. The Bayeux Tapestry is a strong example of the type of educational literature that can benefit from being transferred into a digital format.
The Digital Bayeux Tapestry "reassembles all of the Tapestry in a continuous scrolling format, and presents annotations of scholarship precisely keyed to relevant sections of the textile" Foys, An important aspect to the Bayeux Tapestry is that it is considered by historians to be a primary source of the Norman conquest of England and the Battle of Hastings.
The scholarly approach, educational validity and physical efficiency achieved in Foys' Digital Bayeux Tapestry make it a useful resource for current and future education environments. The tapestry is nearly 70m in length and the digital version can achieve ore integrity to the original tapestry than a printed book. The Digital Bayeux Tapestry is also a great example of the developing approach to collaboration among scholars who as Foys says as cited in Cohen, can work together on digital versions of historical texts and achieve things that would be much more difficult with the physical artefact.
Anstey and Bull argue that teachers who begin to work with multimodal texts are often reluctant to engage with overly complicated ICTs and suggest that picture books are useful to develop skills in digital literacies and multimodal texts.
The Digital Bayeux Tapestry offers a useful starting point for educational environments who are investigating Medieval history and focusing on the development of digital capabilities that are the focus of the ACARA syllabus.
References: Anstey, M. Helping teachers to explore multimodal texts. Curriculum Leadership Journal. Cohen, P. New York Times, Foys, M.
Liu, Z. Reading behavior in the digital environment: Changes in reading behavior over the past ten years. What is important to emphasise here is that digital humanities is a communal exercise. It is not just one academic who are working on preserving the Bayeux Tapestry from his desk but rather a group of experts from around the world who collaborate cohesively to digitalize the Bayeux Tapestry.
The website for the Bayeux Tapestry digital edition, as above, shows that the CD-Rom boosts hyperlinked scholarly commentary of each of the panels of the Tapestry. There is also a full glossary of people, places, details and events. Interestingly, there are also geographically maps and a map of a battlefield. This CD-Rom also offers a degree video panorama of the battlefield at Hastings.
Significantly, the fact that scholars of the humanities are embracing digital technology highlights the urgency and importance in the preservation of literature, history and culture of all work and also the Bayeux Tapestry as mentioned. You are commenting using your WordPress. You are commenting using your Google account. You are commenting using your Twitter account. You are commenting using your Facebook account.
Notify me of new comments via email. Notify me of new posts via email. Share this: Twitter Facebook.
0コメント