Abstract
Following the trend towards open data, various cultural organisations offer information about their collections. However, these knowledge bases are not used to accompany a visit to historical monuments. We think that a possible explanation for this observation lies in the distinction between availability and accessibility of the knowledge offered: although these knowledge bases make this knowledge available, it is difficult for non-experts to make use of it and make it their own. Rather than a semantic approach to visiting based on description, we advocate an active and semiotic approach based on comparison. We have identified four challenges in applying this approach to church stained-glass windows. The first two challenges are to link the physical space of the building and the stained glass with the documentary space so that visitors can move between the two. Visitors also need to understand and use 'reading keys' to match a representation with its subject. Visitors should afterward finally be able to use their knowledge and skills on other visits. Through interviews and observations, we have iteratively designed paper and digital prototypes to meet these challenges.
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Notes
- 1.
For instance, Pokemon Go (2016) and Harry Potter Wizards Unite (2019) from Niantic.
- 2.
For instance, phone games from Troyes Champagne Tourisme (https://jeux-de-piste.troyeslachampagne.com) and applications from Explor Games (https://www.explorgames.com).
- 3.
9000 m2 of stained-glass windows spread over 6,004 km2 in 211 communes in the Aube department.
- 4.
For instance, Europeana (https://www.europeana.eu) from the European Commission and POP (https://www.pop.culture.gouv.fr) from the French Ministry of Culture.
- 5.
For instance, Collections (https://collections.louvre.fr) from the Musée du Louvre and Rijksstudio (https://www.rijksmuseum.nl/en/rijksstudio) from the Rijksmuseum.
- 6.
For example, Arts & Culture (https://artsandculture.google.com) from Google.
- 7.
Our documents were used by 19 visitor groups (from 1 to 4 people). In the verbatims below, each group is identified in chronological order.
- 8.
The students divided themselves into 8 groups (from 3 or 4 people). In the verbatims below, each student is identified by a unique number.
- 9.
Centre National de la Recherche Scientifique (National Center for Scientific Research).
- 10.
For instance “Minois, D., 2012. Les vitraux de Troyes: XIIe-XVIIe siècle.” and “Rivale, L., Dohrmann, N., Lloza, B., 2016. Les Triomphes de Pétrarque.”.
- 11.
- 12.
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Acknowledgments
This work was funded by the Conseil départemental de l'Aube. The authors would also like to thank the volunteers who visited churches with our documents.
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Fallot, A., Bénel, A., Di Loreto, I. (2023). Fostering Access to Cultural Heritage Knowledge: Iterative Design for the Visit of Historical Monuments. In: Alonso, O., Cousijn, H., Silvello, G., Marrero, M., Teixeira Lopes, C., Marchesin, S. (eds) Linking Theory and Practice of Digital Libraries. TPDL 2023. Lecture Notes in Computer Science, vol 14241. Springer, Cham. https://doi.org/10.1007/978-3-031-43849-3_30
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