Abstract
This chapter sketches out systematic approaches to the introduction of education and research relating to the Memory of the World (MoW) Programme into the academic world. One approach is to establish it within different academic disciplines. The chapter considers the range of academic disciplines beyond Heritage Studies, reflecting briefly on the project of Memory of the World Studies but mainly on the established disciplines. Here, History is seen as a discipline of outstanding significance. It shares with MoW an interest in “document literacy”, as this ability is indispensable to exploring and using sources (documents), though it is an ability that seems to diminish among professors and students of History. And History can be a partner for MoW in recognising the relationship between a document and its interpretation. Assessing the significance of documents is in many cases not possible without telling a story. In this respect, the archivist and the historian have to work together if the MoW Registers are to stand on solid ground. The second aspect of the chapter concerns the necessity of building bridges between the academic world and memory institutions (archives, libraries, museums), especially in the digital era. More and more scholarly editions of documents are published on the Internet. That does not only change the technical form of such publications, but it changes the content of, for example, scholarly commentaries and demands new forms of scholarly editing. In all respects, new forms of interdisciplinary cooperation and new partnerships are necessary in this field, and Memory of the World could be a catalyst in this process.
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Notes
- 1.
Of course, the implementation of MoW and documentary heritage into school teaching and, if possible, curricula, is of equal importance. But the chapters of Martin Porter, Jutta Ströter-Bender and Helen Ieong provide already good examples how this can be done.
- 2.
See Helen Ieong in this volume.
- 3.
A short list of the possible tasks of MoW Studies for education and research is in Jordan (2011).
- 4.
See UNESCO/UBC (2012): “education and training programmes for information professionals must be developed and provided to prepare or reposition them to implement both digitization and preservation practices relevant to the needs of governments and their citizens”.
- 5.
There can be some exceptions like the oldest document, precious or rare material, the form of the carrier, etc.
- 6.
See Jordan in this volume.
- 7.
This can be discussed under the aspect of Digital Humanities, too.
References
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Jordan, L. (2020). Building Bridges Between Memory of the World, the Academic World and Memory Institutions. In: Edmondson, R., Jordan, L., Prodan, A.C. (eds) The UNESCO Memory of the World Programme. Heritage Studies. Springer, Cham. https://doi.org/10.1007/978-3-030-18441-4_22
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