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Abstract

European archaeologists in the last two decades have worked to integrate a wide range of emerging digital tools to enhance the recording, analysis, and dissemination of archaeological data. These techniques have expanded and altered the data collected by archaeologists as well as their interpretations. At the same time archaeologists have expanded the capabilities of using these data on a large scale, across platforms, regions, and time periods, utilising new and existing digital research infrastructures to enhance the scale of data used for archaeological interpretations. This Element discusses some of the most recent, innovative uses of these techniques in European archaeology at different stages of archaeological work. In addition to providing an overview of some of these techniques, it critically assesses these approaches and outlines the recent challenges to the discipline posed by self-reflexive use of these tools and advocacy for their open use in cultural heritage preservation and public engagement.

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This article outlines a model for teaching undergraduate and graduate archaeology students the skills for working with open-access archaeological data and using digital tools for analysis. Due to the often limited opportunities for students to learn methods directly for data reuse, large archaeological datasets remain stagnant and unused in digital archives. The bloat of unused data stands as a major ethical hurdle in heritage fields. This article explores an approach for addressing this issue, which is to incorporate data and digital literacy training into standard archaeological curricula. This approach consists of covering a wide range of topics that contribute to digital and data fluency that include both practical digital skills and discussions aimed at contextualizing the tools into larger, ethical, and sociopolitical frameworks. This article offers summaries of the activities and tutorials developed for this project and provides open access to all of the resources for future use.