GapVis reading view

in Digital Humanities, History, Pedagogy, Technology, Uncategorized

GapVis: Visual Interface for Reading Ancient Texts

You may know that I teach Latin in a public high school, and that my school is in the midst of a major technology push involving $2.4 million invested in MacBooks for teachers and iPads for all. Of course there’s the usual resistance — or at least disconnect — from faculty who are uncomfortable with technology. But I’ve made it a priority to find things that students can do to enrich their experience, and in my searches for iPad compatible site I was very pleasantly surprised to find GapVis.

GapVis is a product of GAP, the Google Ancient Places project, and has its roots in the HESTIA project, which focused on plotting places in Herodotus. GapVis expands on that idea by pulling texts on ancient history from Google Books and offering the reader a visualization of the places mentioned via Google Maps.

GapVis reading view

The "reading view" of the Histories of Tacitus, from GapVis.

I was so happy to find a site like this because, as any one who has read ancient history knows, without careful attention to geography, it can quickly become very difficult to follow texts with any real precision or deep understanding. Visualization is key, and is one of the reasons the Robert B. Strassler’s ‘Landmark’ series has been both so popular and so helpful.

GapVis can not yet approach what the ‘Landmark’ editions of ancient historians offer, such as carefully edited maps, scholarly appendices, and contemporary translations, but that’s not really the point. I think that what makes GapVis such a treasure is its interactive nature and its potential, even in a beta offering.

The texts are often problematic, considering the state of OCR text from scanned books that haven’t been carefully reviewed. And often places are misidentified by similarities in personal names, etc. But this can lead to productive activities for students and ensure a close reading of texts. Students may be assigned particular passages and asked to perform certain tasks, including checking the place identification and reporting problems to the GapVis team.

I think this is a tool to watch and one that has pedagogical potential even today. I’m looking forward to see where it goes.

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