ABSTRACT
The advent of digital technologies represents a fundamental transformation not only in how historians can conduct and present their scholarship but also in the ways that they teach and engage students in primary research. The humanistic disciplines are often slow to adopt technologies as research and teaching tools. There are, no doubt, many reasons for this, one of which is probably that senior faculty are often reluctant or unwilling to take time to learn new skills or to put themselves once again in the position of being "beginning learners". Graduate students and postdoctoral participants operate at a different level. Their interests are usually tightly focused on the specific research questions of their chosen field and often form part of dissertation research or presentation. As Visualizing Venice project demonstrates, singular capacities of digital tools for collecting data, representation, and animation make visualization technologies uniquely and spectacularly appropriate for the study of material culture in all its forms.
