Sharing Tales of the Dutch Revolt in a Virtual Research Environment

Isaac Newton famously postulated that scientific progress is made when researchers are
able to “stand on the shoulder of giants.”1 For modern scientists, the possibilities to stand
on the shoulders of others, and to benefit from what colleagues have accomplished, have
been extended immensely in recent decades as a result of continuous technological
advances. Olson et al. (2008) note that the increasingly collaborative nature of modern
science can be demonstrated by tracing co-authorship patterns and by pointing at the
steady rise in the number of multi-investigator grant proposals (p. 1). In the natural
sciences, the impetus to collaborate largely emerged from the dramatic growth in the
volume of digital data. Measuring devices and other instruments increasingly produce
computer-readable data, and when scientists process and analyse these data, they mostly
use digital research tools, thus producing additional datasets. Various initiatives have
been developed to ensure that research data can be archived digitally so that they do not
get lost and that they can be reused. At the moment, researchers who initiate new
research projects have access to enormous quantities of existing academic resources,
and, as a consequence, larger and more complex forms of enquiry become possible. Such
ambitious research projects are often beyond the reach of individual scientists, and can
only be carried out successfully if researchers join forces.
In the natural sciences, scientific collaboration traditionally took place in
laboratories in which research instruments and other facilities were housed centrally and
in which co-located researchers could meet and interact directly. Various authors have
recognised that information and communication technologies have evolved to such an
extent that they can effectively replicate the advantages of such physical settings in an
on-line environment. Wulf (1993) asserted that the Internet enables scientists to work
together in “centre[s] without walls, in which [they] can perform their research without
regard to geographic location” (p. 854). Software systems which can offer support for
web-based scientific collaboration are often referred to as “collaboratories” or as “virtual
research environments” (VREs).2 Importantly, a VRE provides facilities for a community
of users who collectively focus on a set of related research questions. Through a VRE,
such a community can obtain central access to the various resources and tools which are
needed to answer these questions. A VRE comprises “a set of online tools and other

1 The quotation appears in a letter to Robert Hooke, dated 5 February 1675.

2
In this article, the terms “collaboratory” and “virtual research environment” will be treated as
being synonymous.
network resources and technologies interoperating with each other to support or
enhance the processes of a wide range of research practitioners within and across
disciplinary and institutional boundaries.”3
The VRE concept was largely developed in response to challenges that emerged
from modern e-research projects, predominantly in fields such as the physical sciences,
biological and health sciences, earth and environmental sciences and engineering
studies. Disciplines such as these have often been documented to be highly
interdisciplinary and data-intensive (Hey and Treffenden, 2003; Findholt, 2003;
Borgman, 2007). Arguably, the needs to ensure distributed access to instrumentation
and to organise vast quantities of research data are not as common in fields such as the
humanities and the social sciences. When compared to the level of on-line support for
research teams in the natural sciences, the number of VREs in the humanities lags
behind dramatically.4 The observation that academic collaboration appears to have a
lesser urgency in the humanities may be explained in part by cultural differences.
Humanistic research tends to focus on the development of ideas and on the
interpretation of texts or other human artefacts, rather than on the discovery of facts.
Consequently, scholars rarely use sophisticated digital instruments, and relatively simple
applications, such as word processors or database programs, are usually sufficient.
Borgman (2007) notes that, compared to other fields, the humanities “have the lowest
rate of co-authorship and collaboration” (p. 219-220). Brockman (2001) found that
“[c]irculation of drafts, presentation of papers at conferences, and sharing of citations
and ideas” can add “a social and collegial dimension to the solitary activity of writing” (p.
11), but, as a result of the interpretative and relatively subjective nature of the research,
results tend to remain centred around individual scholars. Davidson (1999) even
contends that “the humanistic ethos of individuality helps to breed disputation and
disrespect as the preferred model of intellectual interchange” (p. 1).
Nevertheless, the notion of on-line collaboration is clearly gaining prominence
within humanistic research. In the United Kingdom, the Building a VRE for the
Humanities project was carried out with the explicit aim to “investigate and identify the

3
<http://www.jisc.ac.uk/publications/programmerelated/2006/pub_vreroadmap.aspx>
4
The Science of Collaboratories , which was funded by the American National Science Foundation, aimed
to “provide the vocabulary, associated principles, and design methods for propagating and sustaining
collaboraties across a wide range circumstances” (Olson et al, 2008). The database that was created to
record the various collaboratories that were studied includes more than 200 entries, but only seven of these
appear to be created for research projects in the humanities.

2
potential benefits of a VRE for the Humanities research community in general.”5
Similarly, De Moor et al. (2008) observe that research in the field of global and world
history is only possible on the basis of large databases that cover information on the
entire globe. To arrive at such large hubs of data, “new methods of data sharing and
scholarly communication need to be designed” (p. 68). Primary and secondary sources in
the humanities mostly consist of physical objects produced by human beings or of
academic writings which interpret these objects or which place these in a certain context.
Relevant resources are often held by cultural heritage institutions such as libraries,
archives and museums, and these institutions increasingly recognise that the large-scale
digitisation of their collections is vital in order to stimulate the further development of e-
scholarship. Due to on-line resources such as those created by Europeana,6 Project
Gutenberg7 and the Dutch Metamorfoze programme,8 the vision of data-rich science
enabling researchers to perform larger and more comprehensive studies appears to be
materialising more and more in the humanities disciplines as well.
This article presents the results of a project which was carried out in 2009 at
Leiden University Library in the Netherlands, in close co-operation with the Dutch
National Library in The Hague. The project was funded by SURF Foundation, an
organisation which, through its SURFshare programme, supports new developments in
the field of academic communication. The objective in this project was to set up a VRE
for a group of historians, based at Leiden University, who collaborate in a research
programme that is called Tales of the Revolt: Memory, oblivion and identity in the Low
Countries, 1566-1700. The project explores how personal and public memories of the
Dutch Revolt in the seventeenth century evolved and interacted to create new political
and cultural identities for the societies that eventually were to become the kingdoms of
the Netherlands and Belgium. The observation that certain research questions are too
complex to be addressed by a single researcher is naturally as compelling in the
humanities as it is in other fields, and the Tales of the Revolt project is a case in point.
One of the central objectives in the study is to document the multimedia culture through
which memories of the Dutch Revolt were communicated, deployed, and transmitted to
new generations. For this purpose the team has to identify and describe a large number
and variety of material and textual data. Memories were transmitted in printed books, in

5
< http://www.jisc.ac.uk/whatwedo/programmes/vre1/bvreh.aspx>
6 <http://www.europeana.eu/portal/>
7 <http://www.gutenberg.org/wiki/Main_Page>
8 < http://www.metamorfoze.nl/>

3
manuscripts and legal documents, and in materials such as prints, drawings and
paintings, as well as gablestones and epitaphs. The relevant materials are scattered
across libraries, museums and archival institutions throughout Europe. This complicated
type of investigation could not possibly be carried out by a solitary researcher, and, for
this reason, a research team was formed. Since it was anticipated that, in the course of
the study, multiple researchers were collectively going to create a large database, and
that many digital documents, originating at different locations, needed to be shared
among all team members, online support was deemed necessary.
When compared with some of the other research project which are described in
the scholarly literature on VREs, it can be seen that the Tales of the Revolt project has a
number of characteristics which clearly set it apart. Most of the early VREs were created
to attenuate the difficulties created by long-distance communication among large groups
of geographically dispersed scholars (Olson and Olson, 2000). The Tales of the Revolt
project, on the other hand, is carried out by a small group of five researchers who share
offices in a single building. Tales of the Revolt is similar in some ways to the HubLab
project, which is co-ordinated by the International Institute for Social History. In both
projects, VREs are created to enable historians to collaborate during the creation of large
databases. Nevertheless, the nature of the datasets that are produced differ widely. The
researchers in the HubLab project mostly collect quantitative data on prices and wages
in order to trace the economical developments of countries and continents (Kok, 2008).
The database in Tales of the Revolt is used primarily to structure the team’s research
annotations. Records consist of brief bibliographical descriptions of the various primary
and secondary resources, but, vitally, each record also contains free text fields in which
researchers write brief summaries, copy important quotations, or record some of the
ideas that emerged from studying the resources. These annotations are essentially
qualitative and interpretative in nature, and are certainly not structured according to a
predefined format. These dissimilarities also made the Tales of the Revolt project
interesting, as it yielded an opportunity to investigate if the available recommendations
for the development of VREs, which largely arose from other, more quantitative types of
research, could also be confirmed by experiences with the Tales of the Revolt team.
One of the main initial challenges was to develop a clear insight into the needs of
the researchers. Functional requirements were explored by means of interviews, a
workshop, and many informal discussions. At the start of the project, an attempt was
made to produce an abstracted description of the activities that would take place in the

4
course of the research. It was agreed that the various academic tasks can roughly be
divided into four stages. A first stage was termed data collection. It consists of the
identification, localisation and description of primary and secondary sources in cultural
heritage institutes and on the internet. During a second stage, which was referred to as
analysis, the various resources are consulted and synthesised. The work during this
stage is largely governed by the research questions that had been formulated at the
beginning of the study. During a third stage, the results of the analysis are laid down in a
number of academic texts. The authoring phase is followed by the publication phase.
Research results are to be disseminated via traditional channels, such as scholarly
monographs or journal articles, and the results will also be presented during
conferences. The research team also decided that a website needed to be built on which
certain findings can be shared directly with other researchers. The process is evidently
not static and strictly linear, since stages may take place in a different order or
simultaneously.
A next step in the project was to find the technology that could best meet the
demands of the research team. VREs can currently be implemented on the basis of a
wide range of software products. Examples include Oracle Beehive,9 Alfresco,10 Drupal11
and Microsoft SharePoint.12 Some systems which were originally developed as virtual
learning environments, such a Sakai13 and Moodle,14 also proved to be suitable as
platforms for virtual research environments (Wusteman, 2008). A comparative technical
analysis of Sakai, SharePoint and Alfresco, carried out as part of the HubLab project in
2008, demonstrated that these three systems largely provide very similar functionalities.
A number of differences were found in the ease of installation and user-friendliness
(Kok, 2008, pp. 14-16). In the Tales of the Revolt project, MS SharePoint was selected. In
line with Voss and Proctor’s (2009) advice to “provide interfaces that connect easily to
what people are already using rather than forcing them to make changes in their existing
work environment”(p. 185), the current SharePoint-based platform is largely integrated
within the existing work environment of the researchers. When researchers log in at
their office computers, they will also be authenticated automatically within the VRE.
Users can also synchronise their personal calendars with the shared calendar in the VRE.

9
<http://www.oracle.com/technology/products/beehive/index.html>
10
<http://www.alfresco.com/>
11
<http://drupal.org/>
12
<http://office.microsoft.com/nl-nl/sharepointserver/default.aspx>
13
<http://sakaiproject.org/>
14
<http://moodle.org/>

5
In addition, a feature which appears to be unique to SharePoint is that the entire content
of the VRE can be viewed in the Windows Explorer, alongside the files which are on the
researcher’s personal disks. On the basis of this functionality, users can upload and
download documents relatively easily.
Platforms that facilitate collaborative work mostly offer a myriad of
functionalities, ranging from data sharing tools and support for permission management
to all sorts of social networking tools such as wikis, blogs and discussion forums. Finholt
and Olson (1997) argue that VREs fundamentally offer three broad categories of
applications. They consist of “technology to link people with people, technology to link
people with information, and technology to link people with facilities”. A very similar
description of three core functionalities of VREs is found in Wulf (1993) who stresses
that such platforms enable researchers to “interact[..] with colleagues, [to] access[…]
instrumentation” and, thirdly, to share “data and computational resources” (p. 854).
This threefold categorisation can also be used to describe the most important features of
the Tales of the Revolt VRE. Firstly, the collaboratory connects the researchers to
information. In a sense, the VRE functions as an on-line repository, in which
collaborators can store and share the documents which are needed for their research.
The ability to store documents online is highly important for the research team. Their
study takes place on the basis of resources which can be found at museums, libraries and
archives across Europe. When an institution is visited abroad, there is usually not
enough time to fully study all the relevant objects at that particular location. Fortunately,
cultural heritage institutions increasingly allow their visitors to photograph certain
objects themselves, using a digital camera. When the images are uploaded to the VRE,
researchers can then analyse these resources irrespective of their geographic location.
Secondly, collaboratories should also enable researchers to engage with these
data. In other words, the possibility to store and to share resources should be augmented
by a collaborative working environment in which researchers can collectively create
knowledge about these resources. One of the most central components of the Tales of the
Revolt VRE is a database in which team members can simultaneously describe and
annotate their primary and secondary data. Whenever new sources with relevant
memories are identified by one of the team members, this new source is added to the
database, and a number of notes can be added which highlight its relevance or its
relation to other sources. Other team member can view new additions and may comment
on the new entry and add some notes of their own. In many cases, the annotations

6
consist of page-by-page descriptions of the work with numerous transcriptions of
important text fragments. The shared database produces important advantages for the
scholars. As research annotations can be organised in a single digital environment, this
evidently saves them the trouble of having to manage individual administrations of
research notes with the need to collate and integrate them periodically.
The Tales of the Revolt VRE also helps members of the research team to
collaborate during the authoring stage. Firstly, all the documents that may be relevant
during the writing process, such as bibliographies, or text files with brief notes and ideas,
can be recorded in a separate document library. Users are also free to specify who is
permitted to access this library, and can make sure that only those researchers who
actually work on the article can open the documents in progress. Customising access
rights includes the possibility to grant access to external researchers with a specific
expertise on the publication’s topic. A second way in which the VRE offers support for
collaborative authoring is through its fairly advanced system for version management.
Document libraries can be configured in such a way that when an author begins to edit a
publication, the system automatically ‘checks out’ the document. This has the effect that
the text can no longer be edited by other authors. When a new version of the publication
is saved in the VRE, the data of the last update is recorded, together with the name of the
user who had made the most recent modifications. The author is also prompted to
comment on what has been changed. In addition, all versions of the publication can be
saved and be given their own version number. Saving previous versions is vital, since
some researchers had experienced that valuable ideas got lost when older versions were
deleted.
Data sharing and data editing facilities would hardly be of value if researchers
and scholars were not given the simultaneous opportunity to discuss these resources.
Bos et al. (2007) emphasise that a VRE ideally “supports rich and recurring human
interaction oriented to a common research area, and fosters contact between researchers
who are both known and unknown to each other.” Such “technologies to link people to
people” are clearly essential. Users must be able to meet online, to exchange ideas, and to
start discussions with colleagues. The Tales of the Revolt VRE provides discussion lists,
web logs, instant messaging tools, and discussion forums. The VRE activity log indicates
that the researchers all use these online communication tools on a very frequent basis. In
addition, applications such as to-do lists and shared calendars can be used to ensure that
all researchers know which tasks they are expected to carry out, and what other team

7
members are doing. Such project management tools help collaborators to relate their
individual work to the overall goals of the team. To make sure that users do not miss
important activities on the VRE, it can also be specified that e-mails are sent whenever
changes take place in one of the sections of VRE.
During the interviews that were organised in an initial phase of the project, the
research team had indicated that they did not only want to use the VRE to organise the
internal communication of the team. They also intended to use the platform to share the
project’s results with colleagues at other institutions, and to experiment with new modes
of electronic publication. The VRE is mostly a closed environment which only the
members of the Tales of the Revolt team and a limited number of external researchers
can access. Nevertheless, a specific section of the environment has been opened up
entirely, and this unrestricted part currently functions as a public website. On these web
pages, scholars can present themselves and their research activities. They can also make
announcements or post preliminary results. An important advantage of implementing
the research project’s public website as part of the VRE is that the research group itself is
fully responsible for the site’s content. Evidently, there is a limit to what the research
team is willing to share online. Researchers who focus on related questions will clearly be
interested in consulting the sizable bibliographical database that is being compiled by
the Tales of the Revolt team. Nevertheless, the database also contains research
annotations which cannot be made available before the ideas that are expressed in them
are consolidated in a formal publication. Managing the project’s website also requires a
very careful consideration of which information can be shared with whom, and under
what circumstances.
The main objective of the Tales of the Revolt project was to implement a VRE
that can support the scholarly workflow. An ancillary aim was to investigate the manner
in which a VRE can facilitate the communication between researchers on the one hand,
and academic libraries on the other. The Dutch National Library and Leiden University
Library together own a substantial section of the research project’s primary materials.
For these libraries, the experiments with web-based collaboration platforms are
interesting, since they provide an opportunity to explore an entirely new class of services
towards researchers. The high-level description of the information lifecycle developed at
an early stage of the project resulted in a model that distinguished four core activities:
data collection, analysis, authoring and publication. The abstracted description of the
workflow also enabled the participating libraries to probe the novel forms of support that

8
could be realised through a VRE. Traditionally, libraries have focused on the curation of
physical and digital collections and the provision of access to their holdings. From the
researcher’s perspective, these tasks mostly have relevance during the data collection
stage. In recent years, many academic libraries have broadened the range of their
activities by setting up institutional repositories in order to archive scientific and
scholarly publications. When libraries facilitate platforms for collaborative research, this
enables them to extend the level of their support even further, and to claim a more active
role in the full scholarly information cycle. Some of the ways in which libraries may
directly facilitate the creation and dissemination of knowledge have already been
mentioned. Through VREs, libraries can help researchers to organise their primary and
secondary sources, they can offer advanced facilities for co-authoring texts, and they can
support researchers to share some of their intermediate results with a wider audience.
During a series of interviews and workshops, a number of additional library services
were proposed. The bibliographic database which is compiled by the research team may
be linked to the institution’s digital library, which, in many cases, can provide full text
access to the resources which have been identified. If subject librarians manage to
characterise the nature of the research of the Tales of the Revolt team on the basis of a
well-considered combination of subject terms, such a research profile could then be used
to develop highly specialised information services. One example of such an advanced
service could be a recommender engine which can generate a relevant selection of
recently published monographs and journal articles.
De Moor et al. (2008) emphasise that environments which are created to support
scholarly work almost inevitably have a temporary character (p. 6). This is also the case
for the Tales of the Revolt VRE. The research project will run for a period of five years,
and, most likely, when the research team is dismissed, the VRE will also be dismantled.
At that stage, a decision must be taken about which components of the VRE must be
preserved and why. The destination of the working papers, articles, dissertations and
monographs should be clear. They can be published, or archived in Leiden University’s
institutional repository. Nevertheless, at the end of the research project, the VRE will
also contain a vast array of other sources, such as research annotations, bibliographies,
scholarly discussions, and older versions of publications. The researchers have indicated
that their data collection should ideally be preserved after the conclusion of the research
project, since it is very likely that the dataset can be re-used and that they can inspire
new publications in future projects. A growing number of institutions have recognised

9
that there is a need for the stewardship of digital research data and have taken efforts to
implement dedicated data archives.15 Once the shared database of the Tales of the Revolt
team has reached a certain definitive state, efforts will be taken to ensure that the dataset
can be migrated to a trusted digital repository, so that the researchers can continue to
use the data outside of the VRE in which they were originally created.
When research data have been archived digitally, this also creates the possibility
to incorporate them into a so-called enhanced publication. This term is used by
Woutersen et al. to refer to a “publication that is enhanced with research data as
evidence of the research, extra materials to illustrate or to clarify or post-publication
data like commentaries and ranking” (p. 79). By making use of enhanced publication
technology, the final products of the scholarly process, such as articles of dissertations,
can be published in conjunction with resources that have been produced at earlier stages,
such as databases, images or metadata records. Such enhanced publications enable peers
to replicate and, thus, to verify the claims that are made in scientific publications.
Enhanced publications largely emerged from the need to visualise the lineage of the
various products of the scholarly cycle, and to trace the historical development of e-
research projects. Interesting examples of enhanced publications can be found in the
Journal of Archaeology in the Low Countries,16 which is published by Amsterdam
University Press. The articles in this open access journal are often linked directly to the
datasets, the images and the GIS data that have been used during the research. VREs are
usually created to support the entire scholarly lifecycle, and, for this reason, they often
contain all the resources which are needed to generate such enhanced publications.
When the scholars in the Tales of the Revolt project co-author articles, they usually
create separate document libraries in which all the resources that are relevant for the
article are brought together. It would be interesting to investigate if such document
libraries, in whole or in part, could be made available as enhanced publications. Instead
of simply producing a single text, in which information from the various supporting
materials has been synthesised, enhanced publication allow researchers to provide

15 Examples of data repositories include eCrystals (<http://ecrystals.chem.soton.ac.uk/>), a

digital archive created by the Southampton Chemical Crystallography Group and EPSRC UK
National Crystallography Service, and EDNA (<http://www.edna.nl/>), an e-Depot for
archaeological data hosted by Data Archiving and Networking Servioces (DANS) in the
Netherlands. A notable initiative is also the Dataverse Network project. This environment, which
is managed at Harvard University, offers “a complete open-source, digital library system for the
management, dissemination, exchange, and citation of virtual collections of quantitative data”
(<http://thedata.org/>).
16 <http://www.jalc.nl/>

10
layered digital objects in which potentially the full breadth of the resources that have
been consumed or produced can be made available.
Today’s e-information landscape clearly poses a plethora of new challenges.
Scholars often face unprecedented amounts of digital information, and, in addition,
there is currently a wide range of novel ways in which researchers can share the final and
provisional results with their peers. VREs have been developed to provide research
projects with the technical underpinnings needed to shoulder such challenges. The VRE
concept is still relatively new, and both scientists and librarians are exploring their
potential and the factors that contribute to their successful implementation. In general,
some considerable investments are required to implement an infrastructure for
collaborative scientific work, but those investments can be justified if a VRE is
appreciated and widely used by researchers, and, ultimately, if they can also help to
enhance the frequency and the quality of academic discoveries. VREs had already proven
to be valuable for large multi-disciplinary and data-rich e-research project in the natural
sciences. Experiences with the Tales of the Revolt project have indicated that VRE
technology can also yield clear advantages and new opportunities for smaller groups of
collaborators engaged in qualitative historical research.

11
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