The Asian Shakespeare Intercultural Archive is a collaborative, multilingual online archive of performance materials. It is supported by several government and academic bodies, with contributions from theatre companies in East and Southeast Asia. Its aim is to provide resources for education and research in intercultural and Shakespeare performance.

Arkyves is a 'collection of collections' from museums, libraries, and research institutes, all sharing one feature. They all use the standard classification for cultural content, ICONCLASS, for their subject access.

AntConc and WordSmith Tools are two programs that enable users to create enhanced concordances. AntConc, developed by Laurence Anthony, is available to download on Windows, Macintosh, and Linux; WordSmith Tools, developed by Michael Scott, is available for Windows.

Start piecing together your family history and discover fascinating details about your ancestors' lives.

This project forges an interdisciplinary approach to evidence of early globalization on an artery of imperial expansion, challenging Euro-centric as well as Hispano-phobic interpretations of America’s conquest and colonization. The convergence of four continents at Old Panamá during the sixteenth and seventeenth centuries produced archival and archaeological evidence that invites team members to interrogate the impact of diverse agents involved in cultural and commercial exchange.

Bones, teeth and artifacts offer new insights into the cultural and biological impact of early globalization. They also permit interdisciplinary scrutiny of different groups’ strategies for survival, including possible dietary changes, and pursuit of profit. Such strategies may have led the diverse peoples inhabiting this junction, from indigenous allies to African and Asian agents to European corsairs, to develop and to favor local production and Pacific trade networks at the expense of ties to the metropolis.

In 1545, the German mathematician and cartographer Caspar Vopel (1511-1561) designed a famous and influential map of the world, A New Complete and Universal Description of the Whole World, that depicts Asia and America overlapping on the same landmass.   

Using an interactive, high-definition interface, this website explores the map’s content. Blue pins indicate translated cartouches, pink pins offer short entries on sites with particular Amerasian significance, and yellow pins offer extended essays on Amerasian themes.

The 1641 Depositions (Trinity College Dublin, MSS 809-841) are witness testimonies mainly by Protestants, but also by some Catholics, from all social backgrounds, concerning their experiences of the 1641 Irish rebellion. The testimonies document the loss of goods, military activity, and the alleged crimes committed by the Irish insurgents, including assault, stripping, imprisonment and murder. This body of material is unparalleled anywhere in early modern Europe, and provides a unique source of information for the causes and events surrounding the 1641 rebellion and for the social, economic, cultural, religious, and political history of seventeenth-century Ireland, England and Scotland.

L’arrivée imminente du stage obligatoire dans la formation universitaire en traduction multipliera le nombre d’étudiantes qui feront un séjour dans le monde professionnel pendant leur parcours universitaire. Comment s’assurer que ce séjour soit formateur pour elles ? Qu’elles ne font pas uniquement une visite dans le monde professionnel, mais profitent réellement d’un stage enrichissant ? C’est la question que nous nous poserons pour ce mémoire. Pour ce faire, nous nous appuierons sur la recherche déjà effectuée en pédagogie de la traduction, les théories importantes de l’éducation et l’exemple d’un domaine ayant implanté le stage avec succès. Pour déterminer les facteurs définissant un stage enrichissant, nous tenterons d’abord de cerner les compétences qu’il est possible d’acquérir en stage et les indicateurs de réussite des stages effectués au cours des cinq dernières années. Au moyen d’une étude de documents, de questionnaires et d’entrevues, nous brosserons un portrait de la situation actuelle et offrirons des pistes de réflexion et de solution pour les défis à venir concernant l’optimisation des stages.L’arrivée imminente du stage obligatoire dans la formation universitaire en traduction multipliera le nombre d’étudiantes qui feront un séjour dans le monde professionnel pendant leur parcours universitaire. Comment s’assurer que ce séjour soit formateur pour elles ? Qu’elles ne font pas uniquement une visite dans le monde professionnel, mais profitent réellement d’un stage enrichissant ? C’est la question que nous nous poserons pour ce mémoire. Pour ce faire, nous nous appuierons sur la recherche déjà effectuée en pédagogie de la traduction, les théories importantes de l’éducation et l’exemple d’un domaine ayant implanté le stage avec succès. Pour déterminer les facteurs définissant un stage enrichissant, nous tenterons d’abord de cerner les compétences qu’il est possible d’acquérir en stage et les indicateurs de réussite des stages effectués au cours des cinq dernières années. Au moyen d’une étude de documents, de questionnaires et d’entrevues, nous brosserons un portrait de la situation actuelle et offrirons des pistes de réflexion et de solution pour les défis à venir concernant l’optimisation des stages.

Open access seeks to make scientific literature free for readers; however, several obstacles prevent students and scholars from receiving all the benefits it offers. One of these is the lack of information literacy, which is the ability to locate, evaluate, and use information effectively. This essay will explain why the lack of these skills is an obstacle to open access and how this condition excludes students and scholars.

These two groups do not always develop sufficient informational skills, so they make mistakes when accessing and using academic information, which limits the benefits they can receive from open access. Among these cases are, for example, the uncritical use of Google Scholar, the lack of knowledge when using digital scholarly tools or when conducting searches on academic search engines, the sharing of academic papers on academic social networks with disregard for copyright, and the publication in predatory journals.

To address these issues, universities can implement or improve information literacy programs, so they promote open access while ensuring that their communities enjoy the virtues of free access to scholarly literature.

McGrath describes digital public humanities in specific contexts to document how digital spaces and tools should vary depending on audiences and objectives. He uses the collaboration between his graduate-level course on public digital humanities and the Providence Public Library as a case study to document the benefits of approaching digitization and publication through the lens of public humanities. McGrath argues that digital public humanities should require institutions to reassess their approaches to staffing and training, their ideas about labor and expertise, and their methods of collaboration. Furthermore, he encourages public humanities practitioners who are new to digital initiatives to learn from the people, projects and publications that have been debating the value of public and digital humanities efforts over the last few decades.

Wiggins explores how instructors can teach DH when technology and the digital evolve so rapidly. To address how to incorporate the fast pace of DH in a pedagogical setting, he suggests thinking of DH courses as methodology courses, and creating courses with a backward design, where instructors first decide on the main objectives of their course, and then they work backward to develop a plan for meeting these objectives. This approach allows to teach collaboration and project management to students so they can plan and work ethically on DH projects. Wiggins concludes that instructors should look beyond DH and toward other disciplines for inspiration on how to teach a constantly evolving field.

Croxton contends that the time is ripe for a convergence between DH and e-Learning, which would provide opportunities to reach a broader audience of learners, and allow students to earn a degree without having to attend campus. She believes that, with thoughtful course design and pedagogy, integrating DH in an e-Learning context can provide satisfying teaching and learning experiences that may supersede those achieved in the traditional face-to-face classroom. The author relies on social cognitive theory and social constructivist theory to explore how learning occurs in online courses. These two theories were used to design two online DH courses at a university in the southeastern region of the United States. Croxton concludes that applying sound pedagogical principles grounded in educational theory can develop students’ professional identities, promote higher order thinking, and allow students to learn in a convenient context that also aligns with careers in DH. 

Rogers explains that humanities graduate training can lead to careers outside of the academy with meaningful public impact. She argues that an expanded understanding of postgraduate success can foster more equitable and inclusive systems in and around the academy, which involves shifting the current mindset about career opportunities so that humanities PhD students consider a faculty career as one option among many. Her proposal addresses labor issues and training for faculty careers, as well as the stakes of the career diversity movement, which she thinks can be understood as a social justice project. She concludes with a list of ten ways to build a university worth fighting for at the individual and the structural levels, aimed at students, faculty members, and administrators. 

Veletsianos argues that OERs, especially open textbooks, are a worthwhile response to consider during the shift to digital modes of teaching and learning, but he warns that, without scrutiny, such efforts may reflect or reinforce structural inequities. This scrutiny includes examining who creates OER, who is and who is not represented in them, and who is cited in OER to avoid reproducing structural inequities. Veletsianos concludes that OERs can be a mixed blessing, expanding inclusion and equity in areas like the cost of textbooks, but furthering inequities like a possible lack of diversity in the creation of OERs.

Walsh et al. investigate DH education and research as practiced in information school (iSchool) contexts worldwide. They analyze university websites to identify which types of DH degrees are offered, the course descriptions of 426 DH courses, and the presence and content of DH courses within iSchools. The authors found that master’s degrees are the most common model of DH education, especially in Europe. Their course analysis findings suggest that there are two main clusters of topics in DH courses in general: one related to digital topics (such as software programming, statistical data analysis, and web applications), and another cluster related to humanities topics (such as critical digital media, digital art, and cultural heritage). On the other hand, iSchools themselves offer 34 DH courses in 26 institutions, usually a single DH course or an introductory course followed by an advanced one. Since iSchools are so diverse, the authors believe that it is difficult to suggest a common curriculum for DH programs in iSchools. However, the disciplinary and methodological diversity of DH allows iSchools to offer a credible DH program even if it differs from programs in other institutions.

Archivo y Documentación Acampada Sol. The movement is also being referred to as 15-M or Toma la Plaza.

The Spanish Web Archive is the collection formed by the websites (including blogs, forums, documents, images, videos, etc.) that are collected in order to preserve the Spanish documentary heritage on the Internet and ensure access to it.

Due to the enormous size of the Internet and the technological means currently available, it is currently impossible to aspire to exhaustiveness in web archiving. Therefore, in order to try to store as much web information as possible, the Biblioteca Nacional de España has opted for a mixed model that combines massive and selective collections, as other national libraries around the world do.

This is a collection of news sites, articles, blogs, and social media related to the train accident in Santiago de Compostela Spain compiled by the Biblioteca Nacional de España

A collection of news stories and websites related to the death of Spain's first democratically elected prime minister, Adolfo Suarez. URLs for this collection were provided by the National Library of Spain.

On July 24, 2019, Governor of Puerto Rico’s Ricardo Roselló announced he was resigning from office effective August 2nd. It was the culmination of two weeks of mass protests in Puerto Rico calling for his resignation amid corruption scandals and the leak of a chat between Roselló and his inner circle that included homophobic and sexist language, where the casualties of Hurricane María were mocked, and where possible illegal activities were commited. This is a collection of web resources documenting the events that led to the governor’s resignation, and the protests that were characterized by the social media hashtag #RickyRenuncia. It covers the period between July 11 to August 2nd, and includes news reports, opinion articles, and social media content.

Colombian digital publications compiled by the National Library of Colombia.

This collection contains captures of the main websites of Mexico's federal departments and cabinets; of the websites of the presidential candidates (from 2018); and of the website of the National Institute for Access to Information (INAI). All were captured prior to the July 1, 2018 federal elections.

Es un servicio cuyo objetivo es almacenar y preservar diversos sitios web nacionales con la finalidad de asegurar la disponibilidad de la información y el conocimiento generado en formato digital, ante su eventual desaparición.