The purpose of the course is to provide strategies and methods for understanding, communicating, disseminating cultural heritage with the aim of contributing to its protection and enhancement (digital storytelling in cultural and tourism marketing). 

The goal is to train professionals in the field of storytelling, communication and dissemination of cultural heritage who can come to formulate cultural and tourism promotion projects also related to museum facilities, tourism systems etc.

0 - Propaedeutic part

- The concept of "cultural heritage" (archaeological heritage, architectural and environmental heritage, historical heritage, artistic heritage etc.).

- The concept of "tangible heritage" and "intangible heritage".

- Article 10 of the Cultural Heritage Code.

- "Selling culture" and the ethics of reference.

- Nomenclature of the "culture" segment in tourism offerings.

- The concept of "willingness to pay" in relation to cultural goods.

- The concept of "Word of mouth 2.0": digital word of mouth as a tool for promotion or criticism.

- The national issue of overtourism: large tourist flows VS small museums, how to direct flows?

- Large and small "culture dispensers," mainstream and "do-it-yourself": WEB and TV examples, analysis of communicative, gestural, textual approach.  

I - Digital storytelling

- The concept of storytelling and digital storytelling.

- Story and storytelling (history VS story) what approach to use, when, how and why.  

- The so-called "leaden fistula syndrome" of cultural communicators: how to recognize it - how to avoid it.

- The "prosumer" concept.

- Analog storytelling and storytelling born digital.

- The birth of digital storytelling: Joe Lambert and his seven pillars.

- Overcoming Lambertian form storytelling.
- First & second wave in digital storytelling.

- Immersive journalism and storytelling.

- Methods of digital storytelling.

- The concepts of edutainment and gamification of culture.

- The concepts of audience engagement & audience development.

- Analysis of hypothetical audience cognitive parameters.

- Examples of crowd sourcing in cultural heritage management.

II - The forms of digital storytelling.

- The 7 forms classified by Andrea Fontana.

- The 14 forms classified by Elisa Bonacini.

III - Functions and language of storytelling (digital and otherwise).

- Christian Salmon and critiques of storytelling as a "technique of mass control."

- The concept of archetype in storytelling.

- The figure of the storyteller.

- Is storytelling an art? The concept of "narrability."

- Narrative skills (Homer and Cicero).

- The functions of storytelling.

- The styles to be adopted.

- The maieutic and Socrates.

- The concept of "habitable space."

- The seven principles of museum communication.

- Communicative strategies in storytelling: vocabulary, syntax, tone of voice.

- The 5+2 Ws in storytelling. 

- Edward Kellog Strong and the "inverted pyramid communicative model."

IV - Storytelling as a cultural marketing tool: some experiences

- The case of Léon Vivien and the Great War Museum.

- Van Gogh's bedroom.

- Other specific cases.

V - Archeosocial

- How to communicate archaeology.

- How not to communicate archaeology.

The candidate should demonstrate through an interview that he/she has learned and elaborated the methodological assumptions of the discipline.

He/she will have to demonstrate that he/she applies them independently and is therefore able to recognize scientific contexts and themes presented and discussed in the lectures in both the communication sciences and the sciences of antiquity. 

Methods and strategies should be correctly framed and expounded, making appropriate use of the technical language of the field.

The candidate should then argue the proposed interpretive and design choices, clearly expressing their contents. 

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Teaching

Lectures; meetings with specialists. Meetings with the professor are advised for asking questions or requesting clarification.

Attendance

To be counted as “attending”, students must participate in at least 2/3 of teaching hours. 

Course books

General part: 

Bonacini E.,  2021, Digital storytelling nel marketing culturale e turistico, Palermo (chapter 5 "Case histories" is optional).

Falcone A., 2022, ARCHESOCIAL 2.0. L'archeologia riscrive il web: esperienze, strategie e buone pratiche, Dielle. 

Insight: 

Sacco D., 2018, Due esempi pionieristici di archeologia pubblica in Italia: il "Progetto Centoborghi" e il "Progetto Montefeltro": Metodi e risultati, in atti dell'VIII Congresso Nazionale di Archeologia Medievale, a cura di F. Sogliani, B. Gargiulo, E. Annunziata, V. Vitale, Matera 12-15 settembre 2018, I, pp. 65-69. [this text will be available on the Moodle Blended platform].

The notes taken in class should be understood as part of the study material.

Additional bibliography will be indicated during the course.

Assessment

Oral examination. The examination consists of a number of questions on the study texts and the topics covered in the course of the lectures. The questions are proposed in the form of a conversation.

The following will be assessed from excellent to very good (30 and praise-27): the student's possession of excellent/very good critical and in-depth study skills; the ability to link together the themes addressed in the course; the use of appropriate language with respect to the specific nature of the discipline.
Good to fair marks (26-23): the student's possession of a mnemonic knowledge of the contents; a relative critical capacity and the ability to link the themes dealt with: the use of appropriate language.
Sufficient assessments (22-18): the student has a minimal knowledge of the topics dealt with, even though there are some learning gaps; the use of inappropriate language.
Negative assessments will result in: difficulties in the orientation of the student with regard to the themes dealt with in the examination texts; gaps in the training; the use of inappropriate language.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Course books

General part: 

Bonacini E.,  2021, Digital storytelling nel marketing culturale e turistico, Palermo (chapter 5 "Case histories" is optional).

Falcone A., 2022, ARCHESOCIAL 2.0. L'archeologia riscrive il web: esperienze, strategie e buone pratiche, Dielle. 

Volpe G., 2020, Archeologia pubblica. Metodi, tecniche, esperienze, Roma. 

Insight: 

Sacco D., 2018, Due esempi pionieristici di archeologia pubblica in Italia: il "Progetto Centoborghi" e il "Progetto Montefeltro": Metodi e risultati, in atti dell'VIII Congresso Nazionale di Archeologia Medievale, a cura di F. Sogliani, B. Gargiulo, E. Annunziata, V. Vitale, Matera 12-15 settembre 2018, I, pp. 65-69. [this text will be available on the Moodle Blended platform].

Additional bibliography for non-attending Students with a higher load than attending students will be indicated during the course.

Assessment

Oral examination. The examination consists of a number of questions on the study texts and the topics covered in the course of the lectures. The questions are proposed in the form of a conversation.

The following will be assessed from excellent to very good (30 and praise-27): the student's possession of excellent/very good critical and in-depth study skills; the ability to link together the themes addressed in the course; the use of appropriate language with respect to the specific nature of the discipline.
Good to fair marks (26-23): the student's possession of a mnemonic knowledge of the contents; a relative critical capacity and the ability to link the themes dealt with: the use of appropriate language.
Sufficient assessments (22-18): the student has a minimal knowledge of the topics dealt with, even though there are some learning gaps; the use of inappropriate language.
Negative assessments will result in: difficulties in the orientation of the student with regard to the themes dealt with in the examination texts; gaps in the training; the use of inappropriate language.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Classes will be held in the second semester, 36 hours will be provided.