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Digital History: Theoretical and Methodological Foundations and Research Practices
This article continues a series of author's publications devoted to the effect of the digitalization process on historical science and professional history education. The purpose of the article is to analyze the theoretical and methodological foundations
and research practices of digital history. The theoretical part of this article examines the origins of digital history, its connection with historical informatics and cliometrics. Resonant digital projects in the fi eld of scientific and historical knowledge, carried out by both foreign and domestic researchers, are characterized. The practical part of the article is devoted to generalizing the author's experience of immersion in the digital educational space as, on the one hand, a learner, and on the other, as a translator of knowledge on digital history and digital humanities in the university audience. As a result we substantiate the conclusion that digital history is the direction of development of scientifi c and historical knowledge, which is very promising and resource-intensive at the same time. For preparation and implementation of projects on digital history (for example, for 3D modeling), expensive equipment and professionally trained specialists are needed. However, even with modest fi nancial resources, feasible work in this direction shows
good results. We also point the role of enlightenment on the side of that part of professional historians who already works, using patterns of digital history in their scientifi c and teaching activities.
and research practices of digital history. The theoretical part of this article examines the origins of digital history, its connection with historical informatics and cliometrics. Resonant digital projects in the fi eld of scientific and historical knowledge, carried out by both foreign and domestic researchers, are characterized. The practical part of the article is devoted to generalizing the author's experience of immersion in the digital educational space as, on the one hand, a learner, and on the other, as a translator of knowledge on digital history and digital humanities in the university audience. As a result we substantiate the conclusion that digital history is the direction of development of scientifi c and historical knowledge, which is very promising and resource-intensive at the same time. For preparation and implementation of projects on digital history (for example, for 3D modeling), expensive equipment and professionally trained specialists are needed. However, even with modest fi nancial resources, feasible work in this direction shows
good results. We also point the role of enlightenment on the side of that part of professional historians who already works, using patterns of digital history in their scientifi c and teaching activities.
Digital History, Digital Humanities, Theory and Methodology of History