Introduction. This paper continues to explore the characteristics of contemporary blogosphere, which has become one of the ways to spread historical knowledge. Blog creators have become direct participants in the formation of our country's history. The purpose of this paper is to examine the ways in which history is presented on contemporary websites, on blogs, and the features of presenting history in contemporary school textbooks. The focus on education in the study of blogs on historical subjects is necessary and topical: historical narrative is embedded in the public space, including the Internet, which is a more attractive source of information for modern schoolchildren than books. Results. There are anonymous blogs on the Internet whose creators claim that their content is historical. The content of such resources is of course not related to public history. Narrative of public history is linked to collective memory, to history as academic discipline, and has a fundamental historical significance. In a modern history textbook linear historical narrative is fragmented into separate stories by means of a special design; an attempt has been made to create the situation of getting information in a way familiar to the individual with fragmented thinking. Direct participation of professional historians in the creation of public history, its development, including the information and telecommunication network of the Internet will reduce the threat of chaotic development of public history, will significantly improve the quality of the historical narrative in the public sphere, will make modern blogs and history textbooks mutually complementary ways of presenting history.

blogosphere, modern history, history textbook, public history