UCL - I
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UCL - INSTITUTE OF ARCHAEOLOGY
G190: MUSEUM COMMUNICATION
2015-2016
CORE COURSE, 0.5 UNIT
15 CREDITS
Turnitin
Class ID: 2971063
Password: IoA1516
Cocoon, Natural History Museum, London
Course co-ordinator: Theano Moussouri
E: t.moussouri@ucl.ac.uk
T: 020 7679 4938
Internal ext.: 24938
R109
Office hours: Thursdays 11.30am-12.30pm & Fridays 9.30.10.30am
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1.
Overview
1.1.
Short description
This course explores the relationship between museums (and other cultural
organisations) and their audiences. It examines the museum - audience relationship
using communication studies, cultural and public engagement theory integrated with
learning theory. A range of approaches used to study the multifaceted conditions for
making meaning with the museum are presented. Past and current research studies,
which explore different theoretical frameworks through empirical studies, are discussed
and put to test by students working in small groups.
1.2.
Week-by-week summary
Session 1
8 Oct
Introduction to Museum Communication
Session 2
15 Oct
Museums and their audiences
Session 3
22 Oct
The museum as a communicator I: transmission model
and its application in museums
Session 4
29 Oct
The museum as a communicator II: cultural and dialogic
communication & public engagement theories and their
application in museums
Session 5
5 Nov
The museum as a learning environment I: cognitive learning
theories and their application in museums
Reading week 9-13 Nov – No teaching
Session 6
19 Nov
The museum as a learning environment II: situated learning
theories and their application in museums
Session 7
26 Nov
Communicating through exhibitions
Session 8
3 Dec
Visitors and non-visitor research
Session 9
10 Dec
Applied visitor research: focus on data collection methods
Session 10
17 Dec
Applied visitor research: focus on data analysis and
interpretation
1.3. Basic texts
Arts Council England. (2010) Achieving great art for everyone: A strategic framework for the
arts.
http://www.artscouncil.org.uk/media/uploads/achieving_great_art_for_everyone.pdf
3
Arts Council England. (2011) Culture, knowledge and understanding: great museums and
libraries for everyone.
http://www.artscouncil.org.uk/media/uploads/pdf/culture_knowledge_and_understanding.pdf
Arts Council England. (2011) A review of research and literature on museums and
libraries
http://www.artscouncil.org.uk/media/uploads/pdf/a_review_of_research.pdf
Arts Council England. (2012) Measuring the economic benefits of arts and culture.
http://www.artscouncil.org.uk/advice-and-guidance/browse-advice-and-guidance/measuringeconomic-benefits-arts-culture
Arts Council England. (2013) The contribution of the arts and culture to the national
economy.
http://www.artscouncil.org.uk/advice-and-guidance/browse-advice-and-guidance/contributionarts-and-culture-national-economy
American Association of Museums. (1992) Excellence and Equity: Education and the Public
Dimension of Museums, AAM, Washington, DC.
Anderson, D. (1999) A Common Wealth: Museums in the Learning Age. Department for
Culture Media and Sport, London.
Bedford, L. (2014). The art of museum exhibitions: How story and imagination create aesthetic
experiences, Left Coast Press.
Bell, P., Lewenstein, B., Shouse, A.W. and Feder, M.A. (Editors) (2009). Learning science in
informal environments: people, places, and pursuits. National Academy of Sciences:
Committee on Learning Science in Informal Environments. Board on Science Education,
Center for Education. Division of Behavioural and Social Sciences and Education.
Washington, DC: The National Accademy Press.
Donovan, C. (2013) A holistic approach to valuing our culture: a report to the
Department for Culture, Media and Sport.
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/197826/H
olistic_Approach_10_May_2013finalforweb.pdf
Falk, J. and Dierking, L.D. (eds). (1995) Public Institutions for Personal Learning: Establishing
a Research Agenda, AAM, Washington, D.C.
Falk, J. & Dierking, L., 2000, Learning from Museums: Visitor Experiences and the Making of
Meaning. Walnut Creek, CA: AltaMira Press, p. 1-14 (Chapter 1, Learning from Museums: An
Introduction).
Falk, J. & Dierking, L., and Foutz, S. (2007) In Principle, in Practice: Museums as Learning
Institutions (Learning Innovations Series), Lanham, MD: AltaMira Press.
Falk, J., Moussouri, T. and Coulson, R. (1998) ‘The effect of visitor’s agenda on museum
learning’. Curator, Volume 41(2), pp. 106-120
Genoway, H.H. (Ed). (2006) Museum philosophy for the twenty-first century, Altamira Press.
Hein, G. (1998) Learning in the Museum, Routledge.
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Hood, M., 1989, ‘Leisure Criteria of Family Participation and Non-participation in Museums', in
B. Butler & M. Sussman (Eds.), Museum visits and activities for family life enrichment, New
York: Haworth Press: 151-169.
Hooper-Greenhill, E. 1999 The educational role of the museum (2nd ed), Routledge.
Hooper-Greenhill, E. and Moussouri, T. (2002) Researching learning in museums and
galleries 1990-1999: a bibliographic review. Research Centre for Museums and Galleries,
University of Leicester, UK. (Available online at:
http://www2.le.ac.uk/departments/museumstudies/rcmg/projects/researchinglearning/researchinglearning.pdf)
ICOMOS Ename Charter for the Interpretation and Presentation of Cultural Heritage Sites,
available on-line: http://www.enamecharter.org/downloads.html
Macdonald, S. (editor) (2006). A companion to museum studies. London: Wiley-Blackwell.
McManus, P. M. (1996) Archaeological Displays and the Public (Editor). London: Institute of
Archaeology, University College London. MG 2 MCM and second edition (2000).
Moussouri, T. (2002) A context for the development of learning outcomes in museums,
archives and libraries. http://www2.le.ac.uk/departments/museumstudies/rcmg/projects/lirp-12/LIRP%20analysis%20paper%202.pdf
Moussouri, T. 92014). From “telling” to “consulting”: a perspective on museums and the
modes of public engagement, in Joanne Lea and Suzie Thomas (eds) Public Participation in
Archaeology,
Heritage Matters Series, The Boydell Press, 11-22. [e-book:
http://libproxy.ucl.ac.uk/login?url=http://universitypublishingonline.org/boydell/ebook.jsf?bid=C
BO9781782043010]
O’Brien, D. (2010) Measuring the value of culture: a report to the Department for Culture
Media and Sport.
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/77933/measurin
g-the-value-culture-report.pdf
Paris, S. (ed). (2002). Perspectives on Object-Centered Learning in Museums. Lawrence
Erlbaum Associates, Publishers, Mahwah, NJ & London: 55-77.
Pearce, S. (Ed), (1994). Interpreting Objects and Collections. Routledge: London and
New York
Resource, (2001), Rennaissance in the Regions: a New Vision for England’s Museums,
Resource, London.
Roberts, L. (1997). From knowledge to narrative. Washington, DC: Smithsonian Institution.
Silverman, L.H. (1999). Meaning making matters: communication, consequences and
exhibit design, Exhibitionist, Fall issue, AAM-NAME. http://nameaam.org/uploads/downloadables/EXH.fall_99/EXH_fall_99_Meaning%20Making%20Mat
ters%20Communication%20consequences%20and%20Exhibit%20Design_Silverman.pd
f
Smith, L. (2006). The Uses Of Heritage, London: Routledge.
5
Smithsonian Institution, Museum Studies - http://museumstudies.si.edu/index.html
1.4.
Methods of assessment
This course is assessed by means of a total of 3,800 - 4,200 words of coursework, divided
into one essay of 1,900-2,100 words and one evaluation report of 1,900-2,100 words. The
topics and deadlines for each assessment are specified below. If students are unclear about
the nature of an assignment, they should contact the Course Co-ordinator. The Course Coordinator will be willing to discuss an outline of their approach to the assessment, provided
this is planned suitably in advance of the submission date. The target for return of course work
to students is 30 days from submission. Returned and marked course work for the first
assignment should be returned for second marking within two weeks of receipt by students.
1.5.
Teaching methods
The course is taught via lectures by the course co-ordinator and visiting speakers, as
well as workshops, seminars, practical exercises, fieldwork and study visits. The latter
aim to give students greater familiarity with the material/methods and techniques
covered in the course. The course also includes follow-up work and oral presentations
by the students details of which will be given in class in Term 1. The course is evaluated
by students at the end of Term 1.
The seminars start in week 2 and are student-led. Working in small groups, students are
expected to meet in their own time and work on a specific theme given to them by the
course co-ordinator. Students will have one week to work on their theme and prepare a
5 minute presentation. Some of the seminars and the presentations will take place in
local museums. More information about the seminar will be given in class.
1.6.
Workload
In addition to a minimum of 20 hours of lectures and supervisions, students are expected to
spend one hour collecting data (this is included in the assignments; more information to be
provided in Term 1). In addition, students are expected to spend 40 hours on the assignments
and report/essay, and 90 hours on private reading.
1.7.
Prerequisites
There is no prerequisite for this course.
2.
Aims, objectives and assessment
2.1.
Aims
This course aims:
to foster a broad understanding of the general principles of effective communication with
museum visitors - from culturally, socially and linguistically diverse communities - which is
based on sound practice, research and theory grounded in the communication, museum
studies, cultural studies, learning theory and visitor studies literature; and
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to encourage students to take responsibility for their own learning through the provision of
supportive practical exercises and assessments that enable ethical and responsible
contributions for a range of informal learning contexts.
to encourage students to develop self-directed learning strategies that will help them
develop their professional, academic and personal knowledge and skills throughout their
life.
2.2.
Objectives
On successful completion of this course you should be able to:
assess the impact of wider political agendas and current museum thinking on museums;
understand how museums and heritage sites can communicate with visitors - from
culturally, socially and linguistically diverse communities and across different cultures through exhibitions, programmes and other activities;
actively consider various media and interpretive techniques and recognise their
usefulness in effective communication with audiences;
recognise the importance of visitor studies and evaluation in the development of
exhibitions and other services;
discuss the ways in which theories of communication and learning can inform the work
with museum media;
understand the relationship of museums to other cultural, heritage and educational
institutions and their place within the educational infrastructure;
understand the various roles museums play and the impact they have on peoples’ lives.
2.3.
Learning outcomes
On successful completion of this course you should be able to demonstrate:
a critical awareness of the principles of communication with audiences in informal learning
environments;
the development of intellectually satisfying and employable skills which will have a
positive effect on communication with audiences in museums and heritage sites across
different cultures.
the development of confident and independent thought through exposure to practical
situations.
a critical awareness of the ethical issues involved in engaging with diverse communities
and the development of sustainable products and services.
2.4. Coursework
2.4.1
Assessment tasks
A. An essay of 1,900-2,100 words: select one of the following topics. Please use the exact
titles listed below. This assignment makes up 50% of the course marks.
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1. What are the characteristics of learning in informal learning environments?
2. Critically analyse the communication and learning approach of an exhibition of your
choice.
3. What is the relation between learning and identity and how can museums and other
cultural institutions cultivate people’s identities as learners?
4. Critically analyse the role of volunteers in the cultural sector?
Submission date: Thursday 26 November, 2015
B. An evaluation report of 1,900-2,100 words. This assignment makes up 50% of the
course marks.
You will write an evaluation report based on the practical exercises you will carry out in class
on 10 and 17 December. This requires two levels of preparation. First, you will develop a draft
instrument or data collection protocol (in class or using instructions given on 28 November in
class); second, you will be divided into two groups and each group will collect a small amount
of data either from non-visitors in the Bloomsbury area or visitors to the IoA exhibition space
using that instrument or protocol. An analysis framework will be developed on 11 December in
class.
The evaluation report should include the following headings (please use the exact headings
listed below):
1.
2.
3.
4.
5.
6.
7.
Executive summary
Context for the evaluation project and its target audience
Purpose of the evaluation project & evaluation questions
Method(s) used and why
Presentation and discussion of key findings
Conclusion & recommendations
Effectiveness of the method and the tool
{please note that this section includes discussion of strengths and weaknesses of
both the overall method as well as of the specific tool used, suggestions for the
improvement of the specific tool used, and the ways in which the resulting data
might inform the development of an exhibition in the IOA exhibition area}
8. References
9. Appendices
{i.e. data collection tools, analysis tables}
Submission date: Thursday 21 January, 2016
More information about all the exercises, essays and reports will be given in class.
All coursework must be submitted to Turnitin using the following ID:
Course code ARCLG190
Class ID: 2971063
Password: IoA1516
If students are unclear about the nature of an assignment, they should discuss this with the
Course Co-ordinator.
Students are not permitted to re-write and re-submit essays in order to try to improve their
marks. However, students may be permitted, in advance of the deadline for a given
assignment, to submit for comment a brief outline of the assignment.
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2.4.2 Word-length
The following should not be included in the word-count: bibliography, appendices, and tables,
graphs and illustrations and their captions.
Penalties will only be imposed if you exceed the upper figure in the range. There is no penalty
for using fewer words than the lower figure in the range: the lower figure is simply for your
guidance to indicate the sort of length that is expected.
3.
Schedule and Syllabus
3.1.
Teaching schedule
Session Seminar Topic
Date
Time
Place
1
Introduction to Museum
Communication
8 Oct
9.0011.00
R 612
2
Museums and their audiences
15 Oct
R 612
Perspectives in own
country/museum
15 Oct
The museum as a
communicator I: transmission
model and its application in
museums
22 Oct
9.0011.00
2.00-3.00
or
3.00-4.00
9.0011.00
Review of the Communication
Awareness Questionnaire –
alignment with course content
& theoretical lenses
22 Oct
2.00-3.00
or
3.00-4.00
R 612
The museum as a
communicator II: cultural and
dialogic communication &
engagement theory and their
application in museums
29 Oct
9.0011.00
R 612
Use the Communication
Awareness Questionnaire &
transmission communication
theory principles to present a
critical review of the Pottery
exhibition at the Petrie
Museum
29 Oct
2.00-3.00
or
3.00-4.00
Seminar
room,
Petrie
Museum
The museum as a learning
environment I: cognitive
learning theories and their
application in museums
5 Nov
9.0011.00
R 612
Use the Communication
Awareness Questionnaire &
5 Nov
2.00-3.00
or
Medicine
Now
1
3
2
4
3
5
4
R 612
R 612
9
principles from the cultural /
dialogic communication &
engagement theories to
present a critical review of the
Medicine Now exhibition at the
Wellcome Trust
3.00-4.00
gallery,
Wellcome
Collection
Reading week: 9-13 November
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5
7
6
8
7
9
8
10
9
The museum as a learning
environment II: situated
learning theories and their
application in museums
19 Nov
9.0011.00
R 612
Use the Communication
Awareness Questionnaire &
constructivist learning theory
principles to present a critical
review of the Medicine Now
exhibition at the Wellcome
Trust
19 Nov
2.00-3.00
or
3.00-4.00
Medicine
Now
gallery,
Wellcome
Collection
Communicating through
exhibitions
26 Nov
9.0011.00
R 612
Use the Communication
Awareness Questionnaire &
socio-cultural learning theory
principles to present a critical
review of the In Future gallery,
Science Museum
26 Nov
2.00-3.00
or
3.00-4.00
R 612
Visitors and non-visitor
research
3 Dec
9.0011.00
R 612
Focus on outcomes & impact
(learning, social, wellbeing) –
critical review of different
research & practice
frameworks
3 Dec
2.00-3.00
or
3.00-4.00
R 612
Applied visitor research: focus
on data collection methods
10 Dec
9.0011.00
R 612
Drafting evaluation tools for
data collection in the Leventis
Gallery, IoA
10 Dec
2.00-3.00
or
3.00-4.00
R 612
Applied visitor research: focus
on data analysis and
interpretation
17 Dec
9.0011.00
R 612
Writing an evaluation report
17 Dec
2.00-3.00
or
3.00-4.00
R 612
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3.3.
Detailed week-by-week syllabus
Session 1: Introduction to Museum Communication
Thursday 8 October, 9.00-11.00, R 612
Session introduction:
This introductory session sets the scene for the course and provides some background for
museum communication as a key museum function, following from a relatively recent shift in
attitudes towards audiences. The Museum Communication course approaches
communication from a particular perspective: it takes an audience focused approach to
examine how museums conceptualise and engage with audiences through exhibitions and
other provision. This first session introduces key concepts and terms that have been used to
describe the relationship between museums and their audiences. Approaches to or definitions
of these concepts are the building blocks for understanding the different theoretical lenses that
have been adopted to studying the museum-audience relationship, and how they have been
applied by museums in their effort to build meaningful relationships with diverse audiences.
Session outline:
Introduction to the course
Overview of course objectives, outcomes, requirements, outline & readings
Group exercise: exploring definitions of the most commonly used terms to describe
how museums relate to their visitors
Session objectives:
To consider communication in relation to learning, interpretation and engagement
To recognise your own assumptions and preconceptions about these terms
To be aware of different definitions and approaches to museum communication
Essential reading:
Falk, J. and Dierking L.D., 1998, `Free-Choice Learning: An Alternative Term to Informal
Learning?', in Informal Learning Environments Research Newsletter, vol.2, no.1, 2. [Available
on moodle course]
Silverman, L.H. (1999). Meaning making matters: communication, consequences and
exhibit design, Exhibitionist, Fall issue, AAM-NAME.
http://nameaam.org/uploads/downloadables/EXH.fall_99/EXH_fall_99_Meaning%20Making%20Mat
ters%20Communication%20consequences%20and%20Exhibit%20Design_Silverman.pd
f
Hooper-Greenhill, E. (1999) ‘Education, Communication and interpretation: towards a critical
pedagogy in museums’. In Hooper-Greenhill (ed) The Educational Role of the Museum,
second edition, London: Routledge. CHAPTER 1, pp. 3-27.
11
Further reading:
Adams, M., Luke, J. and Moussouri, T. (2004) ‘Interactivity: Moving beyond terminology’, Curator,
special issue on interactives, 47/2, 155-170.
Adams, M. and Moussouri, T. (2002) ‘The interactive experience: linking research and practice’,
keynote presentation, V&A conference proceedings: Interactive Learning in Museums of Art and
Design, May 2002,
http://media.vam.ac.uk/media/documents/legacy_documents/file_upload/5748_file.pdf
Anderson, D. (1999) A Common Wealth: Museums in the Learning Age. Department for
Culture Media and Sport, London.
American Association of Museums. (1992) Excellence and Equity: Education and the Public
Dimension of Museums, AAM, Washington, DC.
Claxton, G. (1999) Wise Up: the Challenge of Lifelong Learning. London: Bloomsbury.
Durbin, G. (ed) (1996) Developing Museum Exhibitions for Lifelong Learning. The Stationery
Office, London.
Falk, J. & Dierking, L. (2000) Learning from Museums: Visitor Experiences and the Making of
Meaning. Walnut Creek, CA: AltaMira Press, p. 1-14 (Chapter 1, Learning from Museums: An
Introduction).
Falk, J. and Dierking, L.D., 1997, `School Field Trips: Assessing Their Long-Term Impact',
Curator, 40/3, 211-218.
Falk, J. and Dierking, L.D. (eds). (1995) Public Institutions for Personal Learning: Establishing
a Research Agenda, AAM, Washington, D.C.
Falk, J., Moussouri, T. and Coulson, R. (1998) ‘The effect of visitor’s agenda on museum learning’.
Curator, Volume 41(2), pp. 106-120
Griffin, J., 1994b, ‘Learning to Learn in Informal Science Settings’, Research in Science
Education, vol.25 (pre-print).
Haas, N.T., 1996, `Project Explore: How Children are Really Learning in Children’s Museums,
in Visitors Studies, the Visitor Studies Association, vol. 9, 63-69
Hein, G. (1998) Learning in the Museum, Routledge.
Hein, G. (1991) ‘Constructivist Learning Theory'. In The Museum and the Needs of People,
ICOM/CECA Annual Conference, Jerusalem, Israel, p. 90-91.
(http://www.exploratorium.edu/ifi/resources/research/constructivistlearning.html)
Hein, G. 91995) ‘The constructivist museum’. Journal of Education in Museums. 16, 15-17.
(http://www.billabbie.com/fieldtrips/1b_Hein1995_ConstructivistMuseum.pdf )
Hiemstra, R., 1981, ‘The Implications of Lifelong Learning', in Collins, Z. (ed), Museums,
Adults and the Humanities, American Association of Museums, Washington DC, 131-146.
12
Hooper-Greenhill, E., Moussouri, T., Dodd, J., Jones, C., Pickford, C., Herman, C. Morrison, M.,
Vincent, J. and Toon, R. (2003) ‘Measuring the outcomes and impact of learning in museums,
libraries and archives’, Resource: The Council for Museums, Libraries and Archives,
https://www2.le.ac.uk/departments/museumstudies/rcmg/projects/lirp-12/LIRP%20end%20of%20project%20paper.pdf.
Hooper-Greenhill, E. and Moussouri, T. (2002) Researching learning in museums and galleries
1990-1999: a bibliographic review. Research Centre for Museums and Galleries, University of
Leicester, UK. (Available online at:
http://www2.le.ac.uk/departments/museumstudies/rcmg/projects/researchinglearning/researchinglearning.pdf )
Hooper-Greenhill, E. (2002) Developing a scheme for finding evidence of the outcomes and
impact of learning in museums, archives and libraries: the conceptual framework.
https://lra.le.ac.uk/bitstream/2381/66/1/LIRP%20analysis%20paper%201.pdf
Knowles, M.S., 1981, `The Future of Lifelong Learning' in Collins, Z. (ed), Museums, Adults
and the Humanities, AAM, Washington DC, 131-143.
Macdonald, S. (editor) (2006). A companion to museum studies. London: Wiley-Blackwell.
McCallie, E., Bell, L., Lohwater, T., Falk, J., Lewenstein, B., Needham, C. and Wiehe, B.
(2009) Many Experts, Many Audiences: Public Engagement with Science and Informal
Science Education. A CAISE Inquiry Group Report. Washington DC: Center for Advancement
of Informal Science Education (CAISE)
http://digitalcommons.calpoly.edu/cgi/viewcontent.cgi?article=1011&context=eth_fac
Moussouri, T. (2002) A context for the development of learning outcomes in museums,
archives and libraries, MLA
https://www2.le.ac.uk/departments/museumstudies/rcmg/projects/lirp-12/LIRP%20analysis%20paper%202.pdf
Rennie, L. & Johnston, D. (2004) The Nature of Learning and its Implications for Research on
Learning in Museums. Science Education, 88/1, 4-16.
Silverman, L., 1995, ‘Visitor Meaning-Making in Museums for a New Age’, Curator, 38/3, 161170.
Spock, M. and Jensen Leichter, H., 1999, ‘Learning from Ourselves: Pivotal Stories of
Museum Professionals', in Freedlander Gibans, N. (ed), 1999, Bridges to Understanding
Children's Museums, USA, 41-81.
Wenger, E. (1998) Communities of Practice: Learning, Meaning, and Identity, Cambridge
University Press, USA.
13
Session 2: Museums and their audiences
Thursday 15 October, 9.00-11.00, R 612
Session introduction:
Changes in attitude towards audience have led to reconsidering museums’ role in
contemporary societies. This session focuses on the educational and social value of
museums - that is the role museums play in peoples’ lives and any short- and long-term
benefits resulting from museum engagement. We will use four different perspectives to
conceptualising and studying audiences together with empirical evidence that shows the
range of benefits for museum audiences.
Session outline:
The role of museums in the 21st century
o
What is the value of museums?
o
Who are museums for?
o
Evidence of the value and power of museums
Conceptualising audiences: 4 perspectives
Session objectives:
To recognise the role of museums in promoting life-long learning social issues, health
and wellbeing in the 21st century
To assess the impact of wider political agendas and current museum thinking on
museums
To be aware of the importance of the need to begin from an understanding of
audiences
Essential reading:
Hood, M. (1983) ‘Staying away: why people choose not to visit museums’. Museum News
61/4, 50-57.
Further reading:
Arts Council England. (2012) Creative Media Policy.
http://www.artscouncil.org.uk/advice-and-guidance/browse-advice-and-guidance/creativemedia-policy
Arts Council England. (2011) Achieving great art for everyone: A strategic framework for the
arts.
http://www.artscouncil.org.uk/media/uploads/achieving_great_art_for_everyone.pdf
Arts Council England. (2011) Culture, knowledge and understanding: great museums and
libraries for everyone.
http://www.artscouncil.org.uk/media/uploads/pdf/culture_knowledge_and_understanding.pdf
Arts Council England. (2011) A review of research and literature on museums and libraries.
http://www.artscouncil.org.uk/publication_archive/museums-and-libraries-research-review/
14
Barton. L. & Oliver. M. (Eds.). (1997). Disability studies: past, present & future. Leeds: The
Disability Press.
CASE: Understanding the drivers, impact and value of engagement in culture and sport
An over-arching summary of the research the Drivers of Engagement.
https://www.gov.uk/government/publications/case-programme-understanding-the-driversimpacts-and-value-of-engagement-in-culture-and-sport
Cochran, H., (ed), 1996, True Needs-True Partners: Museums and Schools Transforming
Education, Institute of Museum Services, Washington, DC, USA.
Davidson Schuster, M.J, 1992, The Audience for Art Museums, Research Division Report 23,
National Endowment for the Arts, Seven Locks Press, Washington, DC, USA.
Department of National Heritage, 1996, Access Case Studies, Pieda plc, Planning, Economic
and Development Consultants, UK.
DCMS, 1999, Policy Action Team 10, A Report to the Social Exclusion Unit – Arts and Sport,
UK.
DCMS, 2000, Centres for Social Change: Museums, Galleries and Archives for All, UK.
Dufresne-Tasse, C., 1995, ‘Andragogy (adult education) in the Museum: A Critical Analysis
and New Formulation’, in Hooper-Greenhill (ed), Museum, Media, Message, Routledge, 245259.
Durrans, B., 1995, `The Future of the Other: Changing Cultures on Display in Ethnographic
Museums', in Lumeley, R. (ed), The Museum Time Machine, Routledge, Great Britain, 144169.
Freedlander Gibans, N. and Kres Beach, B., 1999, `Introduction: Learning about
Collaborative Learning - A Children's Museum Community of Scholars and Practitioners', in
Freedlander Gibans, N. (ed), Bridges to Understanding Children's Museums, USA, 1-12.
Golding, V., 1997, `Meaning and Truth in Multicultural Museum Education’, in HooperGreenhill (ed), Cultural Diversity: Developing Museum Audiences in Britain, Leicester
University Press, England, 203-225.
Golding, V., 2009, Learning at the Museum Frontiers: Identity, Race and Power, Ashgate,
Oxon, UK.
Gurian, E.H., (2006). Civilizing the Museum The Collected Writings of Elaine Heumann
Gurian, Routledge.
Hood, M., 1989, ‘Leisure Criteria of Family Participation and Non-participation in Museums', in
Butler, B. and Sussman, M. (ed), Museum Visits and Activities for Family Life Enrichment, The
Haworth Press, 151-167.
Hooper-Greenhill, E. (1997) Museums and their Visitors, Routledge.
Hooper-Greenhill, E. 2000, Museums and the Interpretation of Visual Culture, Routledge,
London.
15
Hooper-Greenhill, E., R. Sandell. Moussouri, T. & O’Riain, H. (2000) Museums and social inclusion
– The GLLAM report. Group for Large Local Authority Museums & Research Centre for Museums
and Galleries, University of Leicester, UK. (Also available online at:
http://www2.le.ac.uk/departments/museumstudies/rcmg/projects/museums-and-social-inclusionthe-gllam-report/GLLAM%20Interior.pdf )
Kavanagh, G., 1999, `What Role Do Oral Testimony and Reminiscence Work Have in Making
History?’, Museums Journal, April, 25-27.
Lawson. A. & Gooding. C. (Eds.) (2005). Disability rights in Europe: from theory to practice.
Oxford & Portland, OR: Hart Publishing.
Linton, J. and Young, G., 1992, ‘A Survey of Visitors at an Art Gallery, Cultural History
Museum, Science Centre, and Zoo', ILVS Review, Vol.2 No.2, 239-259.
Macdonald, S. and Silverstone, R., 1992, ‘Science on Display: The Representation of
Scientific Controversy in Museum Exhibitions', Public Understanding of Science, IOP
Publishing Ltd and The Science Museum, UK, 69-87.
Matarasso, F., 1996, ‘Defining Values: Evaluating Arts Programmes’, The Social Impact of
Arts Programmes, Working Paper 1, COMEDIA, UK.
Matarasso, F., 1997, Use or Ornament? The Social Impact of Participation in the Arts,
COMEDIA, UK.
McManus, P., 1988, ‘Good Companions – More on the Social Determination of LearningRelated Behaviour in a Science Museum', The International Journal of Museum Management
and Curatorship, 7, 37-44.
McManus, P., 1987, ‘It’s the Company you Keep… The Social Determination of LearningRelated Behaviour in a Science Museum', The International Journal of Museum Management
and Curatorship, 6, 263-270.
Merriman, N, (1991) Beyond the glass case: the past, the heritage and the public in Britain.
Leicester. Leicester university Pres. MB 2 MER
Moore. M. Beazley. S. & Maelzer. J. (1998). Researching disability issues.
Buckingham/Philadelphia: Open University Press.
Phillips, L., 1997, ‘In the Public Interest: Making Art that Makes a Difference in the USA’, The
Social Impact of Arts Programmes, Working Paper 9, COMEDIA, UK.
Prentice, R., Davies, A. and Beeho, A. (1997) Seeking generic motivations for visiting and not
visiting museums and like cultural attractions. Museum Management & Curatorship 16/1, 4570.
Ponzio, 1998, ‘Science-Based Community Service Projects: A Potent Context for Learning’,
The Informal Science Review, No. 30, May/June, Informal Science, INC., Washington, DC,
USA.
Reason, P, 1994, ‘Three Approaches to Participative Inquiry’ in Denzin, N.K. and Lincoln, Y.S.
(eds), Handbook of Qualitative Research, Sage.
16
Silverman, L., 1998, The Therapeutic Potential of Museums: A Guide to Social
Service/Museum Collaboration, Institute of Museum and Library Services, USA.
Williams, D., 1997, ‘How the Arts Measure Up: Australian Research into Social Impact’, The
Social Impact of Arts Programmes, Working Paper 8, COMEDIA, UK.
Web sites
Department for Culture, Media & Sport (DCMS):
https://www.gov.uk/government/organisations/department-for-culture-media-sport
Arts Council England: http://www.artscouncil.org.uk/browse/?content=publication
Inspiring Learning For All: http://inspiringlearningforall.gov.uk/
The Campaign for Museums: http://www.culture24.org.uk/home/art68003
Session 3: The museum as a communicator I: the transmission
model and its application in museums
Thursday 22 October, 9.00-11.00, R 612
Session introduction:
This is the first of the two sessions that examine major communication theories that have
been widely used in museums. Human communication, as a process of using messages to
communicate meaning, has been studied by different disciplines using different theoretical
lenses. Communication theory borrows concepts and theories from other disciplines leading to
a great theoretical variation that is both a strength and a challenge, especially for those who
are new to the discipline. What it is that theorists examine about communication and how they
go about studying that shapes their theoretical approach.
Session 3 & 4 focuses on the main communication theories that have influenced the way
museums communicate with their audiences. They will identify the ‘what’ they examine about
communication and ‘how’ the do that to explain why and how these approaches differ.
Session 3 examines more traditional and linear approaches to communication, namely the
transmission model of communication.
Session outline:
General overview of communication theories
The transmission model of communication
Its application in museum work
Session objectives:
To be aware of the communication models that affect exhibition design and
communication
To discuss the transmission model of communication
17
Essential reading:
Cameron, D. (1968) A viewpoint: the museum as a communication system and implications
for museum education. Curator, 11/1, 33-40.
Knez, E.I. and Wright, G. (1970) The museum as a communication system: an assessment of
Cameron’s viewpoint. Curator, 13/3, 204-212.
Further reading:
Museums:
Conn, S. (1998) Museums and American intellectual life, 1876-1927, The University of
Chicago Press, Chicago.
Csikszentmihalyi, M. and Hermanson, K. (1995) ‘Intrinsic Motivation in Museums: Why Does
One Want to Learn?'. In Falk, J. and Dierking, L. (eds), Public Institutions of Personal
Learning: Establishing a Research Agenda, American Association of Museums, Technical
Information Service, 67-78.
Luke, T. (1992) Show of force: power, politics and ideology in art exhibitions, Duke University
Pres, North Carolina.
Macdonald, S. (ed) (1998) The politics of display: museums, science, culture, Routledge,
London.
Rice, D. (1997) ‘Modern art: making people mad?’. Museum News, May-June, 53-58.
Communication studies:
Avery, R. and Eason, D. (1991) Critical perspectives on media and society, The Guilford
Press, NY/London.
Carey, J.W. (1989) Communication as culture, Unwin Hyman, Boston.
Fiske, J. (1982) Introduction to communication studies, Routledge, London.
Bocock, R. (1993) Consumption, Routledge, London.
Jensen, K.B. and Jankowski, N.W. (1991) A handbook of qualitative methodologies for mass
communication research, Routledge, London.
Martin-Barbero, J. (1993) Communication, culture and hegemony, Sage Publications, London.
McQuail, D. and Windahl, S. (1993) Communication models for the study of mass
communication, (2nd edition) Sage Publications, London.
Morley, D. (1992) Television audiences and cultural studies, Routledge, London.
Turner, G. (1990) British cultural studies – an introduction, Unwin Hyman, London and NY.
18
Session 4: The museum as a communicator II: cultural / dialogic
communication & public engagement theories and their application
in museums
Thursday 29 October, 9.00-11.00, R 612
Session introduction:
Following on from session 3, this session shifts its focus on cultural and dialogic approaches
to communication where communication is seen as a symbolic process through which reality
is produced, maintained, repaired and transformed. Some have approached the nature of
human life as dialogic where ourselves and our social worlds are made up of multiple voices
that constantly shape and change each other. The emphasis here is on co-creation of
meaning and knowledge rather than transmission of messages. This has led to museums
developing different types of relationships with audiences, shifting the power dynamics and
creating a wider range of engagement opportunities through exhibition spaces, events and
other on-line and off-line resources.
Session outline:
Cultural / dialogic theories of communication & public engagement
The public engagement with disciplinary content movement
Application in museum work
Session objectives:
To be aware of the communication theories that affect exhibition design and
communication
To discuss the cultural and dialogic theories of communication and public engagement
To consider how engagement theories can be applied in museums
To be able to discuss how museums can manage museum communications at all
levels and across all museum functions
Essential reading:
Christians, C. G., Dialogic Communication Theory and Cultural Studies. Studies in
Symbolic Interaction 9, 3-31. Available online:
http://www.academia.edu/1236230/Dialogic_communication_theory_and_cultural_studie
s
Hooper-Greenhill, E. (2000) ‘Changing values in the art museum: rethinking communication
and learning. International Journal of Heritage Studies, 6/1, 9-31.
Moussouri, T. 2014, From “telling” to “consulting”: a perspective on museums and the modes
of public engagement, in Joanne Lea and Suzie Thomas (eds) Public Participation in
Archaeology,
Heritage Matters Series, The Boydell Press, 11-22. [[e-book:
http://libproxy.ucl.ac.uk/login?url=http://universitypublishingonline.org/boydell/ebook.jsf?bid=C
BO9781782043010]
19
Escobar, O. (2011) Public Dialogue and Deliberation. A communication perspective for
public engagement practitioners, Edinburgh: Edinburgh Beltane -UK Beacons for Public
Engagement. (REPRINTED IN APRIL 2012)
http://www.academia.edu/1131712/Public_Dialogue_and_Deliberation_A_Communicatio
n_Perspective_for_Public_Engagement_Practitioners
Further reading:
Arnett, C. R., Harden Fritz, J. M. and Bell, L., M., (2008). Communication Ethics Literacy:
Dialogue and Difference. London: Sage. (Chapter 5)
Available online: http://www.uk.sagepub.com/upm-data/23226_Chapter_5.pdf
Ashton, P. and Hamilton, P., 2009. Connecting with history: Australians and their pasts. In: P.
Ashton and H. Kean (eds.), People and their pasts: public history today. London: Macmillan,
23-41.
Ashton, P. and Kean, H., 2009. Introduction: people and their pasts and public history. In: P.
Ashton and H. Kean (eds.), People and their pasts: public history today. London: Macmillan,
1-19.
Barron, B, 2004 Learning Ecologies for Technological Fluency: Gender and Experience
Differences, Journal of Educational Computing Research 31/1, 1-36
Bauer, M W, Allum, N, and Miller, S, 2007 What Can We Learn from 25 Years of PUS Survey
Research? Liberating and Expanding the Agenda, Public Understanding of Science 16, 79–95
Bell, P, Lewenstein, B, Shouse, A W, and Feder, M A, (eds) 2009 Learning Science in
Informal Environments: People, Places, and Pursuits, National Academy of Sciences:
Committee on Learning Science in Informal Environments, Board on Science Education,
Center for Education, Division of Behavioural and Social Sciences and Education, The
National Academy Press, Washington, DC
Bishop, R., 2005. Freeing ourselves from neo-colonial domination in research: a Kaupapa
Maori approach to creating knowledge. In: N. K. Denzin and Y. S. Lincoln (eds.), The Sage
handbook of qualitative research (third edition). London; Thousand Oaks; New Dehli: Sage,
109-138.
Bonney, R, Ballard, H, Jordan, R, McCallie, E, Phillips, T, Shirk, J, and Wilderman, C C, 2009
Public Participation in Scientific Research: Defining the Field and Assessing Its Potential for
Informal Science Education, A CAISE Inquiry Group Report, Center for Advancement of
Informal Science Education (CAISE), Washington, DC
Carcasson, M, 2009 Beginning with the End in Mind: A Call for Goal-Driven Deliberative
Practice, Public Agenda Occasional papers, no 2, Center for Public Deliberation and Public
Agenda [on-line], retrieved from:
http://www.publicagenda.org/files/pdf/PA_CAPE_Paper2_Beginning_SinglePgs_Rev.pdf [30
October 2012]
Carey, J. W. (1989). A Cultural Approach to Communication, Communication as Culture:
Essays on Media and Society, Routledge Press, 13-36. (Part I: Communication as Culture).
20
Delli Caprini, M X, Cook, F L, and Jacobs, L R, 2004 Public Deliberation, Discursive
Participation, and Citizen Engagement: A Review of the Empirical Literature, Annual Review
of Political Science 7, 315-344
Dhanjal, S, 2005 Touching the Past, Papers from the Institute of Archaeology vol 16, 35-49
Ellenbogen, K, 2002 Museums in Family Life: An Ethnographic Case Study’ in Learning
Conversations in Museums (eds G Leinhardt, K Crowley and K Knutson), Lawrence Erlbaum
Associates Publishers, New Jersey, 81-102
Freire, P., 1970. Pedagogy of the oppressed. London: Penguin.
Heath, R. L. and Bryant, J. (1992). Human communication theory and research: concepts,
contexts and challenges. Lawrence Erlbaum Associates: NJ and London.
Hein, G, 1998 Learning in the Museum, Routledge, London
Hein, G, 2012 Progressive Museum Practice: John Dewey and Democracy, Left Coast Press
Hodge, R, and D'Souza, W, 1979 The Museum as a Communicator: A Semiotic Analysis of
the Western Australian Museum Aboriginal Gallery, Perth, Museum 31/4, 251-266
Hooper-Greenhill, E. (ed) (1999) The Educational Role of the Museum, second edition,
Routledge, London, 3-27. (chapters 1-4)
Hooper-Greenhill, E, 1997 Cultural Diversity: Developing Museum Audiences in Britain,
Contemporary Issues in Museum Culture Series, Leicester University Press, Leicester
Hooper-Greenhill, E, 2007 Museums and Education: Purpose, Pedagogy, Performance,
Routledge, London
Howe, K, & Ashcraft, C, 2005 Deliberative Democratic Evaluation: Successes and Limitations
of an Evaluation of School Choice, Teachers College Record 107/10, 2274-2297
Innes, R. B., 2007. Dialogic Communication in Collaborative Problem Solving Groups.
International Journal for the Scholarship of Teaching and Learning 1/1, 1-19.
https://www.creighton.edu/fileadmin/user/accreditation/CASTL/Burman_case_example_
_Innes_.pdf
Irwin, A, and Wynne, B, 1996 Misunderstanding Science? The Public Reconstruction of
Science and Technology, Cambridge University Press, Cambridge
Kean, H., 2008. Personal and public histories: issues in the presentation of the past. In:
B.Graham and P. Howard (eds.), The Ashgate research companion to heritage and identity.
Hampshire; Burlington: Ashgate, 55-69.
Kean, H., 2010. People, historians, and public history: demystifying the process of history
making. The Public Historian 32/3, 25-38.
Kidd, J., Cairns, S., Drago, S., Ryall, A. And Stearn, M. (Edts) (2014) Challenging History in
the Museum: International Perspectives, Surrey, UK: Ashgate Publishing.
21
Klüver, L, 1995 Consensus Conferences at the Danish Board of Technology, in Public
Participation in Science: The Role of Consensus Conferences in Europe (eds J Simon and J
Durant), Science Museum, London
Lea, J., and Thomas, S. (eds) Public Participation in Archaeology, Heritage Matters Series,
The Boydell Press. [e-book:
http://libproxy.ucl.ac.uk/login?url=http://universitypublishingonline.org/boydell/ebook.jsf?bid=C
BO9781782043010]
Lewenstein, B, 2011 Changing our Ideas, International Journal of Science Education, Part B:
Communication and Public Engagement 1/1, 17-21
Lindauer, M, 2007 Critical Museum Pedagogy and Exhibition Development, in Museum
Revolutions: How Museums Change and are Changed (eds S Knell, S Macleod and S
Watson), Routledge, Oxon, 303-314
McCallie, E L, Bell, L, Lohwater, T, Falk, J H, Lehr, J L, Lewenstein, B, 2009 Many Experts,
Many Audiences: Public Engagement with Science and Informal Science Education, A CAISE
Inquiry Group report, Washington DC
McQuail, D. (1992) Mass communication theory: an introduction, (2nd edition) Sage
publications, London.
McQuail, D. (1992) Media performance – mass communication and the public interest, Sage
Publications, London.
Moussouri, T, 2007, Mediating the Past: Museums and the Family Social Life, in Telling
Children about the Past (eds L Helga and N Galanidou), Kluwer Academic Press, Ann Arbor,
Michigan
Public Agenda, 2008 Public Engagement: A Primer from Public Agenda, Public Agenda
[online], retrieved from http://www.publicagenda.org/files/pdf/public_engagement_primer.pdf
[30 October 2012]
Samuel, R, 1994, Theatres of Memory: Past and Present in Contemporary Culture, vol I, Past
and Present Contemporary Culture, Verso, London
Sandell, R, 2012 Museums and the Human Rights Frame in Museums, Equality and Social
Justice (eds R Sandell and E Nightingale), Routledge, London and New York
Science for All Expert Group, 2010 Science for All: Report and Action Plan from the Science
for All Expert Group, HMSO, Department for Business Innovation and Skills, London
Simon, N, 2010 The Participatory Museum, Museum 2.0, Santa Cruz
Simpson, F, and Williams, H M, 2008 Evaluating Community Archaeology in the UK, Public
Archaeology 7/2, 69-90
Simpson, F, 2009 Evaluating the Value of Community Archaeology: The XArch Project,
Treballs d’Arqueologia núm 15, 51-62
22
Smith, L, 2006 Uses of heritage, Routledge, London
Tillman, L.C., 2002. Culturally sensitive research approaches: an African-American
perspective. Educational researcher 31/9, 3-12.
Tufte, T, and Mefalopulos, P, 2009 Participatory communication, World Bank Working Paper
no 170, The World Bank [on-line], retrieved from: http://orecomm.net/wpcontent/uploads/2009/10/Participatory_Communication.pdf [30 October 2012]
Tully, G, 2007 Community Archaeology: General Methods and Standards of Practice, Public
Archaeology 6/3, 155-187
Van de Riet, M., 2008. Participatory research and the philosophy of social science: beyond
the moral imperative. Qualitative inquiry, 14/4, 546-565.
Wolfe, S. and Alexander, R. J., 2008. Argumentation and dialogic teaching: alternative
pedagogies for a changing world. Beyond Current Horizons: Technology, Children,
Schools and Families. http://www.beyondcurrenthorizons.org.uk/wpcontent/uploads/ch3_final_wolfealexander_argumentationalternativepedagogies_200812
18.pdf
Web sites
National Coordination Centre for Public Engagement
http://www.publicengagement.ac.uk/what/purposes-of-engagement
UCL Public Engagement Unit
http://www.ucl.ac.uk/public-engagement
Public Engagement – Wellcome Trust
http://www.wellcome.ac.uk/Funding/Public-engagement/
23
Session 5. The museum as a learning environment I: cognitive
learning theories and their application in museums
Thursday 5 November, 9.00-11.00, R 612
Session introduction:
From their conception in early 19th century, museums have always been educational
institutions. The recent shift from ‘education’ to ‘learning’ has led us to rethink how knowledge
is produced and exchanged both internally in museums as well as with the museum
audiences. Sessions 5 & 6 examine processes of knowing and learning through the lens of
some of the most influential theories of the mid 20th century. Session 5 will look at cognitivism
which locates the process of learning in the individual mind and views it as an active,
metaphorical central processor. Cognitive learning theories focus on the internal processes
through which the mind absorbs, structures and represents knowledge. We will particularly
focus on constructivism that represents one of the cognitive theories of learning. There is no
one interpretation of constructivism. In museums, constructivism has widely been applied
using Hein’s interpretation and adaptation for the museum context.
Session outline:
Overview of psychological approaches to examine learning, with an emphasis on
cognitive approaches
Learning as a personal process
Session objectives:
To be able to conceptualise how learning takes place
To be aware of cognitive approaches to learning and learning research
To discuss constructivism
To consider how cognitive theories of learning can be applied in museums
Essential reading:
Falk, J. & Dierking, L., and Foutz, S. (2007) In Principle, in Practice: Museums as Learning
Institutions (Learning Innovations Series), Lanham, MD: AltaMira Press, Chapter 17.
Further reading:
Anderson, D. (1999) A Common Wealth: Museums in the Learning Age. Department for
Culture Media and Sport, London.
Ansbacher, T., 1998, ‘John Dewey's Experience and Education: Lessons for Museums',
Curator, 41/1, 36-49.
Bitgood, S., 1997, ‘The Hein-Miles Debate: An Introduction, Explanation and Commentary',
Visitor Behavior, vol. XII, no.3&4, 3-7.
Black, L.A., 1990, ‘Applying Learning Theory in the Development of a Museum Learning
Environment', in ASTC, What Research Says about Learning in Science Museums, vol. 1,
Washington, DC, 23-25.
24
Carr, D. (2003). The Promise of Cultural Institutions. Altamira Press, Walnut Creek and
Oxford, chapter 2.
Chatterjee, H.J.(ed). (2008) Touch in Museums: Policy, and Practice in Object Handling.
Oxford/New York: Berg.
Csikszentmihalyi, M., 1988, ‘Human Behavior and the Science Centre', in Heltne, P.G. and
Marquardt, L.A., (ed) Science Learning in the Informal Setting, symposium proceedings, The
Chicago Academy of Sciences, Chicago, Illinois, 79-88.
Csikszentmihalyi, M. and Robinson, R., 1990, The Art of Seeing: An Interpretation of the
Aesthetic Encounter, J. Paul Getty Museum and Getty Center for Education in the Arts,
California.
Csikszentmihalyi, M. and Hermanson, K. 1995, ‘Intrinsic Motivation in Museums: Why Does
One Want to Learn?'. In Falk, J. and Dierking, L. (eds), Public Institutions of Personal
Learning: Establishing a Research Agenda, American Association of Museums, Technical
Information Service, 67-78.
Cummings, N. & Lewandowska, M. (2000). The Value of Things. Birkhauser-Publishers for
Architecture, Basel, Boston, Berlin.
Durbin, G. (ed) 1996, Developing Museum Exhibitions for Lifelong Learning. The Stationery
Office, London.
Durbin, G., Morris, S. & Wilkinson, S. (1992). A Teacher’s Guide to Learning from Objects. 2nd
edition. English Heritage.
Dyson, A.H., 1990, `Symbol Makers, Symbol Weavers: How Children Link Play, Pictures, and
Print', Young Children, January, 50-57.
English Heritage: Education on Site Series:
Copeland, T. (1991). A Teacher’s Guide to Maths and the Historic Environment
Keith, C. (1991). A Teachers Guide to Using Listed Buildings
Cooksey, C. (1992). A Teacher’s Guide to Using Abbeys
Pownall, J., & Hutson, N. (1992). A Teacher’s Guide to Science and Historic
Environment
Copeland, T. (1993). A Teacher’s Guide to Geography and the Historic Environment
Copeland, T. (1994). A Teacher’s Guide to Using Castles
Fosnot, C. T. (1996). Constructivism: A psychological theory of learning. In C. T. Fosnot (Ed.),
Constructivism: Theory, perspectives, and practice (pp. 8-33). New York: Teachers College
Press, 8-33.
Hooper-Greenhill, E. (ed) (1999) The Educational Role of the Museum, second edition,
Routledge, London, 3-27. (all of part III: Developing effective exhibitions).
Hooper-Greenhill, E. (2006). ‘The power of museum peadagogy’. In Genoways, H.H. (Ed).
Museum philosophy for the twenty-first century. Altamira: Lanham, New York, Toronto &
Oxford: 235-246.
25
HLF (2011) Digital participation and learning: 22 case studies:
http://www.hlf.org.uk/aboutus/howwework/Documents/Digital_report_Sept2011.pdf
Falk, J. & Dierking, L., 2000, Learning from Museums: Visitor Experiences and the Making of
Meaning. Walnut Creek, CA: AltaMira Press, p. 1-14 (Chapter 1, Learning from Museums: An
Introduction).
Falk, J. and Dierking, L., 1992, The Museum Experience, Whalesback Books, Washington,
D.C.
Frost, J. and Kissinger, J., 1976, The Young Child and the Educative Process, Holt, Rinehart
and Winston, USA.
Gardner, H., 1973, The Arts and Human Development: A Psychological Study of the Artistic
Process, John Wiley and Sons, Inc., USA.
Gardner, H,1983, Frames of Mind: The Theory of Multiple Intelligences, BasicBooks, NY.
Gardner, H., 1988, `Challenges For Museum: Howard Gardner's Theory of Multiple
Intelligences', Hand to Hand, Vol.2 No.4, 1,4-5,7.
Gardner, H, 1991, The Unschooled Mind: How Children Think and How Schools Should
Teach, BasicBooks, NY.
Gardner, H, 1993, Frames of Mind: The Theory in Practice, BasicBooks, NY.
Griffin, J. and Symington, D., 1997, `Moving from Task-Oriented to Learning-Oriented
Strategies on School Excursions to Museums', Science Education, 81/6, 763-779.
Hein, G. (1998) Learning in the Museum, Routledge.
Hein, G., 1997, ‘A Reply to Mile's Commentary on Constructivism', Visitor Behavior, vol. XII,
no.3&4, 14-15.
Hodder, I. (1994). ‘The contextual analysis of symbolic meaning’, in Pearce, S. (Ed),
Interpreting Objects and Collections. Routledge: London and New York: 12.
Hooper-Greenhill, E. 1999b, ‘Museum Learners as Active Postmodernists: Contextualizing
Constructivism’, in Hooper-Greenhill (ed), The Educational Role of the Museum, second
edition, Routledge, London, 67-72.
Hooper-Greenhill, E., 1997, ‘Museum Learners as Post-modernists: Contextualising
Constructivism', Journal of Education in Museums, No18, 1-4.
Miles, R., 1997, ‘No Royal Road to Learning: A Commentary on Constructivism', Visitor
Behavior, vol. XII, no.3&4, 7-13.
Pay, E. (2007). ‘Introduction: the power of touch’. In Pye, E. (ed). The Power of Touch:
Handling Objects in Museums and Heritage Contexts. Left Coast Press, INC., Walnut Creek,
CA: 13-30.
Pearce, S. (1992). Museums, Objects and Collections: A Cultural Study. Leicester University
Press, Leicester and London.
26
Pearce, S. (1994). ‘Museum objects’, in Pearce, S. (Ed), Interpreting Objects and Collections.
Routledge: London and New York: 9-11.
Pearce, S. (1994). ‘Thinking about things’, in Pearce, S. (Ed), Interpreting Objects and
Collections. Routledge: London and New York: 125-132.
Pearce, S. (1994). ‘Objects as meaning; or narrating the past’’, in Pearce, S. (Ed), Interpreting
Objects and Collections. Routledge: London and New York: 19-29.
Pearce, S. (1995). On Collecting. Routledge, London and New York: 140-155.
Piaget, J., 1951, Play, Dreams, and Imitation in Childhood, Routledge and Kogan Paul,
London.
Project Explore, 1998, Please Touch Museum and Harvart University's Project Zero, USA.
Roschell, J., 1995, ‘Learning in Interactive Environments: Prior Knowledge and New
Experience', in Falk, J. and Dierking, L.D. (eds), Public Institutions for Personal Learning,
American Association of Museums, USA, 37-51.
Silverman, L., 1995, ‘Visitor Meaning-Making in Museums for a New Age’, Curator, 38/3, 161170.
Spence, C. (2007). ‘Making sense of touch: a multisensory approach to the perception of
objects’. In Pye, E. (ed). The Power of Touch: Handling Objects in Museums and Heritage
Contexts. Left Coast Press, INC., Walnut Creek, CA: 45-61.
Smithsonian Centre for Education and Museum Studies, (2012). Digital learning resources
project: Literature review, Volume I
http://smithsonian-digital-learning.wikispaces.com/file/view/DLRP_Volume-I_LiteratureReview.pdf
Sund, R.B., 1976, ‘Piaget's Theory of Cognitive Development', Piaget for Educators, Merrill
Publishing Company, Columbus, OH, 4-13.
Wing, A., Giachritsis, C. and Roberts, R. (2007). ‘Weighing up the value of touch’. In Pye, E.
(ed). The Power of Touch: Handling Objects in Museums and Heritage Contexts. Left Coast
Press, INC., Walnut Creek, CA: 31-44.
27
Session 6: The museum as a learning environment II: situated
learning theories and their application in museums
Thursday 19 November, 9.00-11.00, R 612
Session introduction:
This session introduces another major theoretical approach to learning, namely situated
learning theory, which examines learning in cultural, institutional and historic context. This
approach to learning is not purely psychological. Instead, it attempts to bridge anthropology
and psychology and aims to dissolve the distinction between thinking (cognition) and behaving
and between the individual and social aspects of developmental change. Situated theories of
learning started being used in the museum context more recently but they have been quite
influential as they allow us to facilitate engagement and interaction on a group level. This is
particularly important for museums because, among other reasons, the vast majority of people
visit museums in groups and those group members significantly shape the museum
experience of each other.
Session outline:
Overview of situated approaches to examine museum learning
Learning as a socio-cultural and participatory/emancipatory process
Session objectives:
To be able to conceptualise how learning takes place
To be aware of situated approaches to learning and learning research
To discuss socio-historical approaches to learning
To consider how situated theories of learning can be applied in museums
Essential reading:
Crowley, K. & Callanan, M.A. (1998). Identifying and supporting shared scientific reasoning in
parent-child interactions. Journal of Museum Education, 23, 12-17.
Further reading:
Bell, P., Lewenstein, B., Shouse, A.W. and Feder, M.A. (Editors) (2009). Learning science in
informal environments: people, places, and pursuits. National Academy of Sciences:
Committee on Learning Science in Informal Environments. Board on Science Education,
Center for Education. Division of Behavioural and Social Sciences and Education.
Washington, DC: The National Accademy Press.
Evans, E.M., Mull, M.S. and Poling D.A. (2002). ‘The authentic object? A child’s-eye view’. In
Paris, S. (ed). Perspectives on Object-Centered Learning in Museums. Lawrence Erlbaum
Associates, Publishers, Mahwah, NJ & London: 55-77.
Faure, E. et al, 1980, `Elements for Contemporary Strategies: Innovations and Search for
Alternatives', in Reedy, S. and Woodhead, M. (eds), Family, Work and Education, The Open
University, 351-379.
28
Faure, E., 1972, Learning to Be -- The World of Education Today and Tomorrow, Unesco,
Paris.
Matusov, E. and Rogoff, B. (1995) ‘Evidence of development from people’s participation in
communities of learners’. In Falk, J. and Dierking, L.D. (eds), Public Institutions for Personal
Learning, American Association of Museums, USA, 97-104.
Moll, L., (ed) (1995) Vygotsky and Education: Instructional Implications and Applications of
Sociohistorical Phychology. Cambridge University Press, USA.
Ogbu, J.U. (1995) ‘The Influence of culture on learning and behaviour’. In Falk, J. and
Dierking, L.D. (eds), Public Institutions for Personal Learning, American Association of
Museums, USA, 79-96.
Paris, S. (2002). ‘Children learning with objects in informal learning environments’. In Paris, S.
(ed). Perspectives on Object-Centered Learning in Museums. Lawrence Erlbaum Associates,
Publishers, Mahwah, NJ & London: 37-54.
van Kraayenoord, C.E. and Paris, S. (2002). ‘Reading objects’. In Paris, S. (ed). Perspectives
on Object-Centered Learning in Museums. Lawrence Erlbaum Associates, Publishers,
Mahwah, NJ & London: 215-234.
Wenger, E. (1998) Communities of Practice: Learning, Meaning, and Identity, Cambridge
University Press, USA.
Web sites:
The Life Center: http://www.life-slc.org/
Museum Learning collaborative: http://museumlearning.org/
Center for Informal Learning and Schools: http://cils.exploratorium.edu/
29
Session 7. Communicating through exhibitions
External speaker – please arrive on time!
Thursday 26 November, 9.00-11.00, R 612
Session introduction:
Exhibitions are the main ways through which museums have traditionally communicated with
their audiences. Exhibitions are also considered as the main vehicle for learning. The design
of exhibitions is an intentional activity which involves both 2- and 3-dimensional aspects and
can involve all senses. At the same time, visitors are free to come and go at will, to spend as
much or as little time as they wish and move around the exhibitions in any way they choose.
This presents many challenges and a wide range of variables that need to be taken into
account when developing exhibitions. How can communication and learning theory be used in
exhibition development to help cater for diverse audiences and facilitate different modes of
engagement? This session, led by a museum practitioner, bring together approaches to
communication and learning that can be used by museums when developing exhibitions,
using case studies from different museum exhibitions.
Session outline:
Overview of ways museums communicate through exhibitions
Exhibition development stages
Cases studies of exhibition development projects
Standards & indicators of excellence for exhibitions
Session objectives:
To be aware of the process involved in the production of exhibitions
To be able to discuss the characteristics of an effective exhibition
To be able to identify the issues relating to the experience of audiences in exhibitions
To begin to think about how a model of effective exhibition development can be put
into practice in the museum
Essential reading:
Perry, D.L. (1993) ‘Designing Exhibits That Motivate', in ASTC, What Research Says about
Learning in Science Museums, vol. 2, Washington, DC, 25-29.
Lindauer, M. (2007), Critical museum pedagogy and exhibition development, in Knell. S.,
MacLeod, S. and Watson, S. (Eds), Museum Revolutions: How museums change and are
changed, Oxon: Routledge, 303-314.
Simon, N. (2010) The Participatory Museum, http://www.participatorymuseum.org/read/
Further reading:
Belcher, M. (1991) Exhibitions in Museums, Leicester University Press.
30
Dean D. (1994) Museum exhibition: theory and practice, Routledge, London.
Exhibitionist. (2001). ‘Striving for excellence in exhibitions, National Association for Museum
Exhibitions, AAM, Vol. 20, No. 1.
Feher, E. (1993) `Learning Science with Interactive Exhibits', Curator, Forum, 36/4, 246-247.
Greenberg, R., Ferguson, B. and Nairne, S. (eds) (1996) Thinking about exhibitions,
Routledge, London.
Lord, B & Lord G D (1991) Manual of Museum Planning. HMSO, London.
McLean, K. (1993) Planning for People in Museum Exhibitions, ASCT, Washington, DC.
McManus, P. (1991) Making sense of exhibits. In Kavanagh, G. (ed.) Museum Languages:
Objects and Texts: 33-46
McManus, P. M. (1987) It’s the company you keep... The social determination of learning
related behaviour in a science museum. International Journal of Museum Management and
Curatorship 6, 263-270.
McManus, P. M. (1988) Good companions... More on the social determination of learning
related behaviour in a science museum. International Journal of Museum Management and
Curatorship 7, 37-44.
Moussouri, T. (2012). Knowledge management for collaborative exhibition development,
Museum Management and Curatorship, Volume 27, Issue 3, 253-272.
Roberts, L. (1994) ‘Educators on exhibit teams: a new role, a new era’ Journal of Museum
Education, Fall, 6-9.
Roberts, L. (1997) From knowledge to narrative. Washington, DC: Smithsonian Institution.
Serrell, B. (1996) Exhibit labels: An interpretive approach. Altamira Press, CA. ME3SER
Serrell, B. (2006). Judging exhibitions: a framework for assessing excellence, Walnut Creek,
CA: Left Coast Press.
Velarde, G. (1992) ‘Exhibition design’. In Thompson, J.A. (ed) Manual of curatorship – a guide
to museum practice, Butterworths, 660-669.
Wilk, C and Humphrey, N, (eds) (2004) Creating the British Galleries at the V&A: A Study in
Museology, V&A Publications.
Web sites/resources:
Association of Science – Technology Centers (ASCT): http://www.astc.org
i) evaluation & exhibition development
http://www.astc.org/pubs/index.htm
ii) exhibition development, access, learning
http://www.astc.org/resource/index.htm
Travelling Exhibits At Museums of Science (TEAMS):
http://www.inverness-research.org/reports/2005-04-teams/2005-04-Rpt-Teamssummative_eval.pdf & http://astc.org/exhibitions/teamup/dteamup.htm
31
Smithsonian Guidelines in Accessible Exhibition Design: ww.si.edu/opa/accessibility/exdesign
Universal Design principles & their application in museums:
http://accessible.si.edu/pdf/Smithsonian%20Guidelines%20for%20accessible%20design.pdf
Standards for Museum Exhibitions and Indicators of Excellence: http://www.n-a-me.org/standards.html
Michigan State University - Four Criteria and Aspects of Excellence in Exhibitions from a
Visitor-Experience Perspective: http://www.msu.edu/~dillenbu/EJ/toolshort.html
Session 8: Visitor and non-visitor research
Thursday 3 December, 9.00-11.00, R 612
Session introduction:
Research with both actual and potential audiences can help museums explore different
approaches to involving audiences in the interpretation and knowledge construction process,
which can lead to the development of more audience-driven agendas. Museums need and
have been collecting information about who visits and who does not visit and why. They have
also been collecting evidence about how the engage with the museum content and how the
museum experience relates to and benefits people’s lives. This session introduces the Visitor
Studies field; discusses the different types of audience research most commonly carried out in
museums with an emphasis on evaluation and evaluation theory (the most common type of
applied audience research); and gives examples of some of the applications of audience
research.
To Prepare for Session 8:
Read the following:
McLean, K. (1993). Planning for People in Museum Exhibitions. Washington, D.C.:
Association of Science-Technology Centers, p. 68-80 (Chapter 5, Doing it Right:
Visitor Studies, Evaluation, and Exhibits).
Session outline:
Overview of visitors studies
Uses of audience research
Discussion of evaluation theory and concepts
o
What is evaluation? Why do it?
Types of evaluation & how they inform decision making
Introduction to next week’s assignment:
Session objectives:
To identify and discuss research on museum visiting patterns
To recognise the role of visitor studies in transforming museums
32
To recognise the role of visitor studies in developing new audiences and improving the
museum experience
Essential reading:
Simon, N. (2010) The Participatory Museum, chapter 10: Evaluating participatory projects.
http://www.participatorymuseum.org/chapter10/
Further reading:
Bicknell, S. and Farmelo, G. (eds) (1993) Museum Visitor Studies in the 90s, Science
Museum, London, UK, (pp: 7-10).
Bitgood, S. (1991) ‘Introduction: Visitor Studies in 1990'. In Bitgood, S., Benefield, A. and
Patterson, D. (eds) Visitor Studies: Theory, Research and Practice, collected papers from the
1990 Visitor Studies Conference, Center for Social Design, 7-15.
Bitgood, S. and Benefield, A., 1995, ‘Critical Appraisal of the Heart Exhibition at the Franklin
Institute of Science, Visitor Behavior, Vol. X, No.3, Visitor Studies Association, 14-16.
Davis, S., 1995, By Popular Demand: A Strategic Analysis of the Market Potential for
Museums and Art Galleries, Museums and Galleries commission, London.
Dierking, L. and Pollock W. (1998) ‘Questioning Assumptions: An Introduction to Front-End
Studies in Museums’. Association of Science-Technology Centers, Washington, D.C.
Eratuuli, M. and Sneider, C., 1990, `The Experiences of Visitors in a Physics Discovery
Room', Science Education, 74/4, 481-493.
Glossary of Visitor Studies, 1993, Visitor Behavior, vol.VIII, no. 4, 8-11.
Hood, M. (1999). Visitor Surveys: Who Visits and Who Doesn’t? Getting Started in Audience
Research. In Borun, M. & Korn, R. (eds) Introduction to Museum Evaluation, Washington,
D.C.: American Association of Museums, p. 11-17.
Falk, J., 1997, `Testing a Museum Exhibition Design Assumption: Effect of Explicit Labelling of
Exhibit Clusters on Visitor Concept Development', Science Education, 81/ 6, 679-687.
Falk, J., 1991, `Analysis of the Behavior of Family Visitors in Natural History Museums',
Curator, 34/1, 44-50.
Falk, J. and Dierking, L.D., 1991, `The Effect of Visitation Frequency on Long-Term
Recollection', in Bitgood, S., Benefield, A. and Patterson, D. (eds), Visitor Studies: Theory,
Research and Practice, collected papers from the 1990 Visitor Studies Conference, Center for
Social Design, 94-103.
Feher, E., 1990, `Interactive Museum Exhibits as Tools for Learning: Explorations with Light’,
International Journal of Science Education, 12/1, 35-49.
Feher, E., 1993, `Learning Science with Interactive Exhibits', Curator, Forum, 36/4, 246-247.
Feher, E. and Diamond, J., 1990, `Science Centres As Research Laboratories', in ASTC,
What Research Says about Learning in Science Museums, vol. 1, Washington, DC, 26-28.
33
Friedman, A.J., 1996, `Why Museums Don't Evaluate', Visitor Behavior, vol. XI, no. 2, 6-8.
Hayward, J., 1992, ‘An Evaluator's Point of View', ILVS Review, vol. 2, no. 2, 287-292.
Hein, G., et al, 1996, Summative Evaluation Report: Museum of Science Boston, Program
Evaluation and Research Group, Lesley College, Cambridge, Massachusetts, USA.
Kamien, J., 1992, ‘An Exhibit Developer's Viewpoint', ILVS Review, A Journal of Visitor
Behavior, vol. 2, no. 2, 293-298.
Lawrence, G., 1991, ‘Rats, Street Gags and Culture: Evaluation in Museums', in Kavanagh,
G., (ed) Museum Languages: Objects and Texts, Leicester University Press, 9-32.
Middleton, V. New Visions for Museums in the 21st century. Association for Independent
MuseumsLondon. MB MID. Chapter 4 on impact of information technology
Moussouri, T. and Roussos, G., 2013, Examining the Effect of Visitor Motivation on
Observed Visit Strategies Using Mobile Computing Technologies, Visitor Studies,
Volume 16, Issue 1, 21-38.
Moussouri, T. (2007). Implications of the Social Model of Disability for Visitor Research,
Visitor Studies, Volume 10, Issue 1, 90-106.
Moussouri, T., Nikiforidou A. & Gazi, A., 2003, ‘Font-end and formative evaluation of an exhibition
on Greek Mathematics’, Current Trends in Audience Research and Evaluation, AAM Committee on
Audience Research and Evaluation, Volume 16, 42-47.
Museum Practice 9, 1998, AV & Multimedia: pp 32-90
Newman, A. 1999. ‘Evaluating a web site for museums’. Museum Practice 11, 45-47
Pardo, J. 1998. Audiovisual installation as a strategy for the modernization of heritage
presentation spaces. ICOM/AVICOM Study Series No 5. In Teaching Collection
Peterson, A.J., 1991, ‘Evaluation of Hypermedia and Interactivity in the Museum: A
Constructivist Approach to Instructional Design', proceeding of the Hypermedia and
Interactivity in Museums conference, Archives and Museum Informatics, 74-80.
Patton, M.Q. (2011) Developmental Evaluation: Applying Complexity Concepts to Enhance
Innovation, New York, NY: Guilford Press.
Pierson-Jones. J. (ed.) 1993. Gallery 33: A visitor study. Birmingham Museum & Art Gallery.
M 4 JON
Resource, 2001, Rennaissance in the Regions: a New Vision for England’s Museums,
Resource, London.
Screven, C. (1990) ‘Uses of evaluation before, during and after exhibit design’. ILVS Review:
A Journal of Visitor Bevavior 1(2): 36-66
Selwood, S., (ed), 2001, The UK cultural Sector: Profile and policy Issues, Cultural Trends
and PSI.
34
Shettel, H.H., 1991, ‘Research and Evaluation: Two Concepts or One?', in Bitgood, S.,
Benefield, A. and Patterson, D. (eds), Visitor Studies: Theory, Research and Practice,
collected papers from the 1990 Visitor Studies Conference, Center for Social Design, 35-39.
Shettel, H.H., 1996, ‘Some Thoughts on the Politics of Evaluation', Visitor Behavior, vol. XI,
no. 2, 3.
Soren, B. et al, 1995, ‘Triangulation Strategies and Images of Museum as Sites for Lifelong
Learning', Museum Management and Curatorship, 14/1, 31-46.
Spock, M., 1996, ‘Evaluation Climates and Conversations’, Visitor Behavior, vol. XI, no. 2, 810.
Sykes, M., 1993, ‘Evaluating Exhibits for Children: What Is a Meaningful Play Experience?', in
Tompson et al, (eds), Visitor Studies: Theory Research and Practice, vol. 5, Visitor Studies
Association, 227-233.
Web sites & resources:
Visitor Studies Group: http://www.visitors.org.uk/
Visitor Studies Association: http://www.visitorstudies.org/
Informal Learning Review: http://www.informallearning.com
i) Evaluation, learning, exhibit development:
http://www.informallearning.com/ilr-archive.htm
Evaluation and Research Special Interest Group (ERSIG):
http://www.museumsaustralia.org.au/site/networks_evr.php
MORI: http://www.mori.com
i) Science in Society, 2005:
http://www.ipsos-mori.com/Assets/Docs/Polls/Final_OSTreport_051110.PDF
ii) Attitudes to science, 2008:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/260669/bis-08p111-public-attitudes-to-science-2008-survey.pdf
iii)Public attitudes to science, 2011:http://www.ipsosmori.com/researchpublications/researcharchive/2764/Public-attitudes-to-science2011.aspx
BIS: http://www.bis.gov.uk/policies/science/science-and-society/public-attitudes-to-science2011
i) Science and the public:
http://www.wellcome.ac.uk/stellent/groups/corporatesite/@msh_peda/documents/w
eb_document/wtd003419.pdf
ii) Science in society: http://www.ipsosmori.com/researchpublications/researcharchive/poll.aspx?oItemId=720
British Association:
i) connecting Science:
http://www.the-ba.net/theba/CurrentIssues/ReportsandPublications/Reports/_ConnectingScience.htm
35
Outcome-based evaluation for non-profits:
http://managementhelp.org/evaluation/outcomes-evaluation-guide.htm
IMLS – Shaping outcomes:
http://shapingoutcomes.wikidot.com/
UNICEF – Equity-focused evaluation:
http://mymande.org/sites/default/files/EWP5_Equity_focused_evaluations.pdf
Strategic Content Alliance – Audience development and engagement research:
http://sca.jiscinvolve.org/wp/allpublications/audience-publications/
NSF - Division of Research and Learning in Formal and Informal Settings:
http://www.nsf.gov/div/index.jsp?div=DRL
British Museum – visitor research:
http://www.britishmuseum.org/research/research_projects/all_current_projects/visitor_researc
h.aspx
V&A evaluation reports: http://www.vam.ac.uk/res_cons/research/visitor/index.html
Research Centre for Museums and Galleries:
http://www2.le.ac.uk/departments/museumstudies/rcmg/publications
Session 9: Applied visitor research: focus on data collection
methods
Thursday 10 December, 9.00-11.00, R 612
Session introduction:
This is workshop-like session which begins with a short introduction to observations and
interviews – the most commonly used methods of data collection – and concludes with a
group exercise where students contribute to the development of sample observation and
interview tools. See also section on how To Prepare for Class 10 below. This session is
facilitated by the course coordinator.
Session outline:
Introduction to focused observations, tracking and interviews as evaluation methods
o
Characteristics of quality tracking, focused observations and interviews
o
When to use these methods (and when not to)
Group exercise on developing sample protocols
Session objectives:
To be able to discuss the role of evaluation in museums
To become familiar with the different kinds of evaluation and their uses
To be able to identify suitable evaluation methods for exhibition projects
To draft evaluation tools and use them for data collection
36
To Prepare for Class 10:
Complete the following assignment:
You will be asked to interview either non-visitors in the Bloomsbury area or users of
the ground floor exhibition at IOA for this assignment. Conduct 60 minutes of practice
interviews or observations (based on protocols developed in groups in class).
Data will be analysed and discussed on Thursday 17 December in class.
Essential reading:
Diamond, J. (1999). Practical Evaluation Guide: Tools for Museums and Other Informal
Educational Settings. Walnut Creek, CA: AltaMira Press. (Chapter 5, Interviews and
Questionnaires)
Further reading:
Chadwick, J. and Boverie, P., 1999, ‘A Survey of Characteristics and Patterns of Behavior in a
Museum Web Site’, Museums and the Web 1999, Selected Papers from an International
Conference, Archives and Museum Informatics, 154-162.
Coe, J.C., 1989, ‘Children's Drawings: New Tool for Zoo Exhibit Evaluation' in Bitgood, S.,
Roper, J.T., Benefield, Jr. and Benefield, A., (eds), Visitor Studies-1989: Theory, Research
and Practice, Proceedings of the 1989 Visitor Studies Conference, vol.2, 87-100.
Clark, A. and Moss, P., 2001. Listening to young children: the mosaic approach. Trowbridge:
National Children’s Bureau.
Denzin, N. and Lincoln, Y. (eds), 1994, Handbook of Qualitative Research, (2nd edition) Sage.
(chapter 24 & 25: 645-672 & 673-702)
Dierking, L. and Pollock W. (1998) ‘Questioning Assumptions: An Introduction to Front-End
Studies in Museums’. Association of Science-Technology Centers, Washington, D.C (chapter
5: 43-56).
Gabb, J., 2009. Researching family relationships: a qualitative mixed methods approach.
Methodological innovations online 4/2, 37-52.
Korpan, C., Bisanz, G., Bisanz, J., Boehme, C. and Lynch, M., 1997, `What did you Learn
Outside of School Today? Using Structured Interviews to Document Home and Community
Activities Related to Science and Technology', Science Education, 81/6, 651-662.
Moussouri, 1997, ‘The Use of Children's Drawings as an Evaluation Tool in the Museum’,
Museological Review, 4, 40-50.
White, R and Gunstone, R. (1992) Probing Understanding, The Falmer Press,
London/NY/Philadelphia. (Chapters 4 & 5, 65-97)
Web sites & resources:
W.K Kellogg Foundation: http://www.wkkf.org
37
i) Rapid appraisal methods,http://www.wkkf.org/resourcedirectory/resource/2004/12/using-rapid-appraisal-methods
ii) Evaluation toolkit
http://www.wkkf.org/Default.aspx?tabid=90&CID=281&ItemID=2810002&NID=282000
2&LanguageID=0
Inspiring Learning For All:
http://inspiringlearningforall.gov.uk/toolstemplates/genericlearning/index.html
http://inspiringlearningforall.gov.uk/toolstemplates/genericsocial/index.html
Session 10: Applied visitor research: focus on data analysis and
interpretation
Thursday 17 December, 9.00-11.00, R 612
Session introduction:
This is another workshop-like session where you will be divided into groups and asked to
analyse the data all group members will have collected over the previous week. This session
is facilitated by the course coordinator and the Teaching Fellows.
Session outline:
Discussion of focused observation, tracking and interview assignment
Overview of data analysis and interpretation
o
Organizing the data
o
Finding patterns and trends
Group exercise on analysis using data & developing an analysis framework
Session objectives:
To discuss and analyse the pros and cons of different evaluation methods in relation to
the exhibition/exhibit evaluated
To begin to think about how qualitative data can be analysed
Essential reading:
Diamond, J. (1999). Practical Evaluation Guide: Tools for Museums and Other Informal
Educational Settings. Walnut Creek, CA: AltaMira Press, p. 96-114 (Chapter 7, Presenting
and Analyzing Data).
Dierking, L. and Pollock W. (1998) ‘Questioning Assumptions: An Introduction to Front-End
Studies in Museums’. Association of Science-Technology Centers, Washington, D.C (chapter
6: 57-68).
Denzin, N. and Lincoln, Y. ‘Data management and analysis methods’, in Denzin, N. and
Lincoln, Y. (eds), 1994, Handbook of Qualitative Research, (1st edition) Sage: 428-444.
38
Further reading:
Best, J. (2001) Damned lies and statistics: Untangling numbers from the media, politicians
and activists. California, University of California Press.
Black, T. R. (1993) Evaluating social science research: An introduction. Sage Publications.
AK B
Cameron, D. (2002) Working with Spoken Discourse, (2nd edition) Sage Publications,
London/Thousand Oaks/New Delhi.
Fielding, N.G. and Lee, R.M., 1998, Computer Analysis and Qualitative Research, Sage.
Mason, J., 1996, Qualitative Research, Sage.
Miles, M. and Huberman, M., 1994, An Expanded Sourcebook: Qualitative Data Analysis, 2nd
edition, Sage.
Silverman, D., 1993, Interpreting Qualitative Data: Methods for analyzing Talk, Text, and
Interaction, Sage.
Strauss, A. and Corbin, J., 1990, Basics of Qualitative Research: Grounded Theory
Procedures and Techniques, Sage.
Sample evaluation reports
Sample reports can be found on-line:
British Museum – visitor research:
http://www.britishmuseum.org/research/research_projects/all_current_projects/visitor_researc
h.aspx
V&A evaluation reports: http://www.vam.ac.uk/res_cons/research/visitor/index.html
Research Centre for Museums and Galleries:
http://www2.le.ac.uk/departments/museumstudies/rcmg/publications
Australian Museum:
http://australianmuseum.net.au/Audience-Research/
Selinda Research Associates:
http://www.selindaresearch.com/portfolio.html
Center for Advancement of Informal Science Education
http://www.informalscience.org/evaluation
39
BIBLIOGRAPHY
These titles are strongly recommended for use throughout the course. Further references will
be given in lecture handouts.
Museum Learning (theory & research papers):
Adams, M., Luke, J. and Moussouri, T. (2004) ‘Interactivity: Moving beyond terminology’,
Curator, special issue on interactives, 47/2, 155-170.
Alsop, S., and Watts M., 1997, ‘Sources from A Somerset Village: A Model for Informal
Learning about Radiation and Radioactivity', Science Education, 81/6, 633-650.
Bitgood, S., 1989, ‘School Field Trips: An Overniew, Visitor Behavior, iv(2), 3-6.
Bitgood, S., 1987, ‘Understanding the Public’s Attitudes Toward and Behavior in Museums,
Parks and Zoos’, Technical Report no. 87-30, Psychology Institute, Jacksonville State
University, Jacksonville, Alabama.
Bitgood, S. and Bishop, S., 1991, ‘The Role of a Current Visit, Prior Visits, and Gender on
Visitor Perception of a Natural History Museum', ILVS Review, A Journal of Visitor Behavior,
Vol. 2, No. 1, 49-65.
Blud, L., 1990a, ‘Social Interaction and Learning Among Family Groups Visiting a Museum',
Museum Management and Curatorship, 9, 43-51.
Blud, L, 1990b, ‘Sons and Daughters: Observations on the Way Families Interact during a
Museum Visit', Museum Management and Curatorship, 9, 257-264.
Borun, M., 1990, ‘Naïve Notions and the Design of Science Museum Exhibits', in ASTC, What
Research Says about Learning in Science Museums, vol. 1, Washington, DC, 1-3.
Borun, M. and Dristsas, J., 1997, ‘Developing Family-Friendly Exhibits', Curator, 40/3, 178192.
Borun, M., Chambers, M.B., Dritsas J. and Johnson, J.I, 1997, ‘Enhancing Family Learning
Through Exhibits', Curator, 40/4, 279-295.
Borun, M., Chambers, M. and Cleghorn, A., 1996, ‘Families are Learning in Science
Museums’, Curator, 39/2, 123-138.
Borun, M., Massey, C. and Lutter, T., 1993, ‘Naïve Knowledge and the Design of Science
Museum Exhibits', Curator, 36/3, 201-219.
Bourdieu, P. and Darbel, A., 1991, The Love of Art: European Art Museums and Their Public,
English edition, Policy Press, UK.
Brumit Kropf, M., 1989, ‘The Family Museum Experience: A Review of the Literature', Journal
of Museum Education, 14/2, 5-8.
Crowley, K. and Callanan, 1997, ‘Describing and Supporting Collaborative Scientific Thinking
in Parent-Child Interactions', Journal of Museum Education, 23, 12-17.
40
Csikszentmihalyi, M. and Robinson, R., 1990, The Art of Seeing: An Interpretation of the
Aesthetic Encounter, J. Paul Getty Museum and Getty Center for Education in the Arts,
California.
Diamond, J., 1986, ‘The Behaviour of Family Groups in Science Museums', Curator, 29/2,
139-154.
Dierking, L.D., 1992, ‘The Family Museum Experience: Implications from Research', in
Museum Education Roundtable -- Patterns in Practice, Washington DC, 215-221.
Dierking, L.D., 1989, ‘The Family Museum Experience: Implications from Research', Journal
of Museum Education, 14/2, 9-11.
Dierking, L.D. and Falk, J., 1994, ‘Family Behaviour and Learning in Informal Science
Settings: A Review of the Research', Science Education, 78(1), John Wiley & Sons, Inc., 5772.
Dierking, L.D. and Falk, J., 1998, ‘Understanding Free-Choice Learning: A Review of the
Research and its Application to Museum Web Sites', in Bearman D. and Trant, (eds),
Museums and the Web ’98 Proceedings (CD-ROM), Archives and Museum Informatics.
Doering, Z.D., Pekarik, A.J. and Kindlon, A.E, 1997, ‘Exhibitions and Expectations: The Case
of "Degenerate Art"', Curator, 40/2, 127-142.
Ellenbogen, K., 2002. ‘Museums in family life: an ethnographic case study’ in G. Leinhardt, K.
Crowley and K. Knutson (eds) Learning Conversations in Museums: 81-102. New Jersey:
Lawrence Erlbaum Associates, Publishers.
Hooper-Greenhill, E. and Moussouri T., 2001, Making meaning in art museums 2: visitors’
interpretive strategies at Nottingham Castle Museum & Gallery, Research Centre for
Museums and Galleries, University of Leicester, UK.
Falk, J. and Dierking, L.D., (eds), 1995b, Public Institutions for Personal Learning:
Establishing a Research Agenda, AAM, Washington, D.C.
Falk, J., Moussouri, T. and Coulson, D., 1998, `The Effect of Visitors’ Agendas on Museum
Learning', Curator, 41/2, 106-120.
Gilbert, J. and Priest, M., 1997, `Models and Discourse: A Primary School Science Class to a
Museum', Science Education, 81/6, 749-762.
Hooper-Greenhill, E. and Moussouri T., 2001, Making meaning in art museums 1: visitors’
interpretive strategies at Wolverhampton Art Gallery, West Midlands Regional Museums
Council and Research Centre for Museums and Galleries, University of Leicester, UK.
Hilke, D.D., 1988, ‘Strategies for Family Learning in Museums, in Bitgood, S., et al. (eds),
Visitor Research 1988: Theory, Research and Practice, Proceedings of the First Annual
Visitor Studies Conference, Center for Social Design, USA, 120-134.
Hilke, D.D. and Balling, J., 1985, The Family as a Learning System: An Observational Study
of Families in Museums, Smithsonian Institution Press, Washington DC, USA.
41
Koke, J., 1996, `What do we Know about Family Outings? - An Application of Qualitative
Research to Program Planning', in the Third Museum Education Colloquium Proceedings,
Ontario Museums Association, Ontario, Canada, 10-14.
Koran, J.J. and Ellis, J., 1991, `Research In Informal Settings: Some Reflections on Designs
and Methodology', ILVS Review, A Journal of Visitor Behavior, Vol. 2, No. 1, 67-86.
Korpan, C., Bisanz, G., Bisanz, J., Boehme, C. and Lynch, M., 1997, `What did you Learn
Outside of School Today? Using Structured Interviews to Document Home and Community
Activities Related to Science and Technology', Science Education, 81/6, 651-662.
Koran, J.J. and Ellis, J., 1991, `Research In Informal Settings: Some Reflections on Designs
and Methodology', ILVS Review, A Journal of Visitor Behavior, Vol. 2, No. 1, 67-86.
Leinhardt, G. and Knutson, K. (2004) Listening in on Museum Conversations, Altamira,
Walnut Creek, CA.
Lozowski Boisvert D. and Jochums Slez, B., 1994, ‘The Relationship between Visitor
Characteristcs and Learning-Related Behaviors in a Science Museum Discovery Space',
Science Education, 78/2, 137-148.
Macdonald, S., 1995, ‘Consuming Science: Public Knowledge and the Dispersed Politics or
Reception Among Museum Visitors', Media, Culture & Society, 17, Sage, 13-29.
Macdonald, S., 1993, Museum Visiting', Series: Representations: Places and Identities,
Sociology and Social Anthropology Working Papers, No 1, Keele University, UK.
Macdonald, S., 1992, ‘Cultural Imagining Among Museum Visitors: A Case Study', Museum
Management and Curatorship, 11, 401-409.
Macdonald, S. and Silverstone, R., 1992, ‘Science on Display: The Representation of
Scientific Controversy in Museum Exhibitions', Public Understanding of Science, IOP
Publishing Ltd and The Science Museum, UK, 69-87.
McManus, P., 1993, ‘Memories as Indicators of the Impact of Museum Visits’, Museum
Management and Curatorship, 12, 367-380.
McManus, P., 1992, ‘Topics in Museums and Science Education', Studies in Science
Education, 20, 157-182.
McManus, P., 1988, ‘Good Companions – More on the Social Determination of LearningRelated Behaviour in a Science Museum', The International Journal of Museum Management
and Curatorship, 7, 37-44.
McManus, P., 1987, ‘It’s the Company you Keep… The Social Determination of LearningRelated Behaviour in a Science Museum', The International Journal of Museum Management
and Curatorship, 6, 263-270.
Merriman, N., 1991, Beyond the Glass Case, Leicester University Press, UK.
42
Moussouri, T., 2003, ‘Negotiated agendas: families in science and technology museums’,
International Journal for Technology Management, special issue on science centres, Issue 25,
No 5, 477-489.
Price, S. and Hein, G., 1991, ‘More than a Field Trip: Science Programmes for Elementary
School Groups at Museums’, International Journal of Science Education, 13/5, 505-519.
Project Explore, 1998, Please Touch Museum and Harvart University's Project Zero, USA.
Ramey-Gassert, L. et al, 1994, ‘Reexamining Connections: Museums as Science Learning
Environments’, Science Education, 78/4, 345-363.
Silverman, L., 1989, ‘“Johnny Showed Us the Butterflies”: The Museum as a Family Therapy
Tool’, in Buter, B. and Sussman, (eds), Museum Visitors and Activities for Family Life
Enrichment, Haworth Press, New York, 131-150.
Stevens, R. and Hall, R., 1997, ‘Seeing Tornado: How Video Traces Mediate Visitor
Understandings of (Natural?) Phenomena in a Science Museum', Science Education, 81/6,
735-746.
Stevenson, J., 1991, ‘The Long-Term Impact of Interactive Exhibits', International Journal of
Science Education, 13/5, 521-531.
Tunnicliff, S., 1997, ‘School Visits to Zoos and Museums: A Missed Educational Opportunity?’,
International Journal of Science Education, 19/9, 1039-1056.
Tunnicliff, S. and Osborne, J., 1995, ‘What Do Zoos and Museums Have to Offer Young
Children for Learning About Animals?’, Journal for Education in Museums, 16, 16-19.
Tuckey, C.J., 1992, ‘Schoolchildren’s Reactions to an Interactive Science Centre', Curator,
35/1, 28-38.
White, J., 1990, ‘What Have We Discovered about Discovery Rooms', in ASTC, What
Research Says about Learning in Science Museums, vol. 1, Washington, DC, 7-9.
Wyszomirski, M.J., 1999, ‘Learning from Research', in Freedlander Gibans, N. (ed), Bridges to
Understanding Children's Museums, USA, 131-142.
Yahya, I., 1996, ‘Mindful Play! or Mindless Learning!: Modes of Exploring Science in
Museums', in Pearce, S. (ed), Exploring Science in Museums, Athlone, London and Atlantic
Highlands, NJ, 123-147.
Web sites:
Museum Learning collaborative
http://museumlearning.com/default.html
i) Technical reports: http://museumlearning.com/paperresearch.html
ii) Literature database: http://museumlearning.com/Annotatedlit.html
Inspiring Learning for All:
http://www.inspiringlearning.gov.uk
43
Museum Communication:
Bicknell, S & Farmelo, G. (1993) Museum visitor studies in the 90’s. London, The Science
Museum. MF 7 BIC
Black, T. R. (1993) Evaluating social science research: An introduction. Sage Publications.
AK BLA
Blais, A (ed) 1995 Text in the Exhibition Medium. La Societe des Musées Quebecois &
Musée de la Civilisation. ME 3 BLA
Denzin, N. K. & Lincoln, Y. S. (1994) (eds) Handbook of Qualitative Research. Sage. Copies
also available in UCL Anthropology and Geography libraries. Inst of Arch: AJ DEN
Dodd, J. & Sandell, R. (2001) Including Museums : Perspectives on museums, galleries and
social inclusion. University of Leicester.
Erickson, B. H. & Nosanchuk, T. A. (1992) Understanding Data: an introduction to exploratory
and confirmatory data analysis for students in the social sciences. 2nd edition Milton Keynes,
The Open University Press.Available in Science Library: MATHEMATICS L 105 ERI
Falk, J. H. & Dierking, L. D. (1992) The Museum Experience. Washington, Whalesback
Books. MF 4 FAL
Ferguson, L., MacLulich, C. and Ravelli, L. (1995) Meanings and Messages: Language
guidelines for Museum Exhibitions. Sydney, Australian Museum. ME 3 FER
Hooper-Greenhill, E. 1999 The educational role of the museum (2nd ed) MF 4 HOO
Hooper-Greenhill, E. (1991) Museum and Gallery Education. Leicester University Press. MF
4 HOO
Hooper-Greenhill, E. (1991) Writing a museum education policy (Editor).
Galleries Commission. MG HOO
Museums and
Kavanagh, G. (1991) Museums Languages: Objects and Texts. Leicester University Press.
M 6 KAV
Kentley, E. & Negus, D. (1989) Writing on the Wall: A guide for presenting exhibition text.
Greenwich, National Maritime Museum. MF 2 KEN
Lord, G. D. & Lord, B. (eds) (1991) The Manual of Museum Planning. London, HMSO. MC 1
Qto LOR
McManus, P. M. (1986) Reviewing the reviewers: Towards a critical language for didactic
science exhibitions. International Journal of Museum Management and Curatorship. 5/3, :
237-242.
McManus, P. M. (1987) It’s the company you keep... The social determination of learning
related behaviour in a science museum. International Journal of Museum Management and
Curatorship 6, 263-270.
44
McManus, P. M. (1988) Good companions... More on the social determination of learning
related behaviour in a science museum. International Journal of Museum Management and
Curatorship 7, 37-44.
McManus, P. M. (1989) Oh yes they do! How visitors read labels and interact with exhibit
texts. Curator 32/2, 174-189.
McManus, P. M. (1996) Archaeological Displays and the Public (Editor). London: Institute of
Archaeology, University College London. MG 2 MCM and second edition (2000).
Miles, R. S. (Ed) (1988) The Design of Educational Exhibits. London, Unwin Hyman. ME 3
MIL
Moroney, M. J. (1956) Facts from Figures. Harmondsworth, Middlesex, Penguin Books Ltd.
MATHEMATICS L5 MOR
Nairne, S. Ferguson, B. & Greenberg, R.
Routledge. ME 3 GRE
(eds)
(1996)
Thinking about exhibitions.
Serrell, B. (1988) Making Exhibit Labels: A step-by-step guide.
American Association for State and Local History. MF 2 SER
Nashville, Tennessee,
Tilden, F. (1977) Interpreting our heritage. 3rd edition. University of North Carolina Press,
Chapel Hill. MF 4 TIL
Uzzell, D. (1989) (ed) Heritage interpretation. Vol 1: The Natural and built environment.
AND Vol 2: The visitor experience. Belhaven Press, Pinter Publications. M 6 UZZ (others in
Bartlett & Science libraries)
Velarde, G. (1988) Designing Exhibitions. London, The Design Council. ME 3 VEL
Vergo, P. (ed) (1989) The New Museology. London, Reaktion Books. M 6 VER
Reading appropriate to art gallery education:
Berleant, A. (1990) The museum of art as a participatory environment. Curator 31/3, 31-39.
Chong, D. (1999) A family of galleries : Repositioning the Tate Gallery. Museum Management
and Curatorship, 18/2, 145-157.
Cox, A & Cox, M. (1995) The under fives at Walsall Museum and Art Gallery. Journal of
Education in Museums.
Csikszentmihalyi, M. (1991) Notes on art museum experiences. Pp 123-131 in A.Walsh (ed)
Insights : museum visitor attitudes and expectations : a focus group experiment. California,
The J.Paul Getty Trust.
Longhenry, S. (1999) Labels for contemporary art. Museum Practice 9/3, 18-20.
Xanthoudaki, M. 1997. Museum & gallery educational programmes : Learning processes and
contribution to art education. Journal of Education in Museums, 18, 29-31.
45
Xanthoudaki, M. (1998) Educational provision for young people as independent visitors to art
museums and galleries : Issues of learning and training. Museum Management and
Curatorship. 17/2, 159-172.
Volunteering
Ambrose, T. and Paine, C. (2006) Museum Basics. (second edition). Oxford: Routledge.
Babbidge, A. (2009). Volunteering in Independent Museums: a research study. London:
EGERIA, 1-38.
Burcaw, G.E. (1997). Introduction to Museum Work. (revised Edition). Walnut Creek:
AltaMira Press.
Chadwick, A. And Hooper-Greenhill, E. (1985). Volunteers in Museums and Galleries: A
discussion of some of the issues. Museums Journal, 84/4, 177-178.
Glaser, J. With Zanetou, A. (1996). Museums: A Place to Work - Planning Museum
Careers. London & New York: Routledge.
Goodlad, S. & McIvor, S., (1998). Museum Volunteers: Good Practice in the
Management of Volunteers. Abingdon: Routledge.
Green, J.P. (1992). The Management of Volunteers. In J.M.A. Thompson (ed). Manual
of Curatorship: a guide to museum practice. Oxford: Butterworth-Heinemann Ltd, 167171.
Holmes, K. (2003). Volunteers in the Heritage Sector: a neglected audience?
International Journal of Heritage Studies 9/4, 341-355.
Hill, J. (2009). Recruiting and Retaining Volunteers – A Practical Introduction. Bristol: AIM
Focus Paper, 1-7.
Huntin, M. (2008). Regular and Occasional Volunteers: how and why they help out. Institute
for Volunteer Research, Bulletin.
Huntin, M. (2008). Young People Help Out: Volunteering an Giving Among young People.
Institute for Volunteer Research, Bulletin.
Lord, B & Lord G D (1997) The Manual of Museum Management. (1st edition). Walnut Creek:
AltaMira Press.
Mattingly, J. (1984). Volunteers in Museums and Galleries: The Report of a Survery into
the Work of Volunteers in Museums and Galleries in the United Kingdom. Berkhamsted:
Volunteer Centre.
Millar, S. (1991). Policy Planning for Volunteers. In Ambrose, T. and Runyard, S. (eds).
Forward Planning: a handbook of business, corporate and development planning for
museums and galleries. London: Routldge.
Monger, G. (2001). One Step Forward. Museums Journal. March, 34-35.
46
Mulhearn, D. (2009) Mutual Benefits. Museums Journal. December, 32-35
Thompson, M. (2005). Strike Action. Volunteering Magazine. Issue 110, September.
Smith, J.D. (1997). Organising Volunteers. In Palmer, P. And Hoe, E. Voluntary Matters.
London: The Media Trust and the Directory of Social Change.
Yates, B. (2006). Working with Volunteers – A Introduction to Good Practice. Bristol: AIM
Focus Paper, 1-6.
Web resources
Baring Foundation. (ud). Volunteers in Museums: Key findings and issues from the
literature. Retrieved on 12 January 2010 from World Wide Web:
http://www.baringfoundation.org.uk/litreview.pdf
Calder, S. (2009). Don’t Know Much About History? You need a British Museum
volunteer. Retrieved on 20 January 2010 from World Wide Web:
http://www.independent.co.uk/travel/uk/dont-know-much-about-history-you-need-abritish-museum-volunteer-1717032.html
DCMS. (2010). Volunteering in the recession: outline report for the recession summit.
Retrieved on 20 January 2010 from World Wide Web:
http://www.volunteering.org.uk/WhatWeDo/Policy/whatwearesaying/Volunteering+in+the
+recession.htm
DirectGov. (2009). Becoming a Volunteer. Retrieved on 20 January 2010 from World
Wide
Web:
http://www.direct.gov.uk/en/HomeAndCommunity/Gettinginvolvedinyourcommunity/Volu
nteering/DG_10029484
ESRC. (2006). Doing One’s Duty: why people volunteer in a deprived community..
Retrieved on 20 January 2010 from World Wide Web:
http://www.google.co.uk/url?url=http://www.esrc.ac.uk/my-esrc/grants/RES-000-220592/outputs/Download/dd1b4cad-64cd-4a15-bdd1abd25245e322&rct=j&frm=1&q=&esrc=s&sa=U&ei=VHElVJ3ZKKSd7ga7mIHYBA&ved=
0CBkQFjAB&sig2=4DlW3i8q_1IqSdXY3PEyhg&usg=AFQjCNHYA7MJIyVU6_Ip3Lnueyv
mclsJdQ
The British Museum, (2010). Join In: Volunteers. Retrieved on 20 January 2010 from
World Wide Web: http://www.britishmuseum.org/join_in/volunteers.aspx
The Children’s Discovery Museum. (2010). Volunteering. Retrieved on 20 January 2010
from World Wide Web: http://www.cdm.org/viewPage.asp?mlid=38
Museums, Libraries and Archives Council. What We Do – Raising Standards – Best
Practice – Museum creates social enterprise scheme. Retrieved on 20 January 2010
from World Wide Web:
http://www.mla.gov.uk/what/raising_standards/best_practice/Museum_of_East_Anglian_
Life
47
Visitor Studies Papers:
The following articles are milestone papers in visitor studies (marked with a star below). Such
papers initiated new avenues of visitor study and you should be aware of them. They are
considered to be well reasoned, well reported studies and are often quoted in other papers.
This is a list of studies conducted in the early days of Visitor Studies and reflect approaches in
communication, learning and interpretation practiced in the 1980s and the 1990s. Most
reported studies were conducted in science museums because the ‘science culture’ prompted
curators to ask for evidence – rather than claims – about the behaviour of visitors.
Alt, M.B. (1997) Improving audio-visual presentations. Curator 22/2, 85-95.
*Empirical study which derives still valid guidelines on audio-visuals. AV’s were as innovative
as multi-media computer presentations at the time.
Alt, M.B. (1980) Four years of visitor surveys at the British Museum (Natural History).
Museums Journal 80/1,10-19.
*The first reported museum demographic study in the UK. It became as model for other
studies worldwide. Statistics are over emphasized in order to demonstrate a worthwhile
‘scientific approach’ but it is worth following the statistical comment.
Alt. M. & Shaw, K.M.(1984) Characteristics of ideal museum exhibits. British Journal of
Psychology. 75, 25-39
* Survey which examines the ‘ideal’ from visitor and curator points of view and shows their
divergence. Was used politically in the first moves towards accessible museums and the
relaxing of total curatorial control over communications.
Arnold, K. (1996) Presenting science as product or process : Museums and the making of
science. P.57-78 in Pearce, S.(ed) Exploring Science in museums. London, Althone Press.
Useful for critical review approach.
Bradburne, J. (2001) Brand old : An ‘ace caff’ with a silly exhibition attached. Museum
Management and Curatorship. 18/4, 407-409.
For critical review approach.
Bud. R. (1988) The myth and the machine : seeing science through museum eyes. In Law, J.
& Fyffe, G. (eds). Picturing power : visual depiction and social relations. Sociological Review,
monograph 35. London, Routledge & Keegan Paul.
*A rare confession about how the exhibition development process can go astray and so
corrupt intended exhibition communications.
Diamond, J. (1886) the behaviour of family groups in science museums. Curator, 29/2, 139154.
* One of the first researchers to study family learning behaviour.
Diamond, J., St. John, M., Cleary, B. & Libero, D. (1987) The Exploratorium explainer
programme : the long term impacts on teenagers of teaching science to the public. Science
Education 71/5, 643-656
* First detailed study of support and benefits for volunteers.
Doering, Z. (1995) Who attends our cultural institutions? Smithsonian Institutions, Institutional
Studies Office.
*Study showing that the major division between USA visitors and non-visitors is educational
level. This work has not been duplicated elsewhere.
48
Dunlop, B. (1998) Education and learning. In Newsletter of the Education Group. Museums
Australia 1, 15-19.
Falk, J., Martin, W. & Balling, J. (1978) the novel field trip phenomenon : Adjustment to novel
setting interferes with task learning. Journal of Research in Science Teaching 15/2, 127-134.
*The first time issues about the importance of orientation at the beginning of a visit were
raised. Most policy since then rests on this work.
Feher, E. & Rice, K. (1985) The development of scientific concepts through the use of
interactive exhibits in a museum. Curator 28/1, 35-46.
*Showed that visitors can learn from hands–on exhibits – they do not just provide ‘fun’. Has
been used as a justification since publication.
Griggs, S. A. (1983) Orientating visitors within a thematic display. International Journal of
Museum Management and Curatorship. 2, 119-134.
*An important paper showing how visitors create maps for themselves throughout the visit to
an exhibition.
Griggs, S. & Manning, J. (1983) The predictive validity of the formative evaluation of exhibits.
Museum Studies Journal 31-34.
*Well designed study which validated formative evaluation statistically. It showed that people
seek out communicative values in prototype and finished exhibits. Acceptance of formative
evaluation still rests on this single paper.
Hein, G. (1995) The constructivist museum. Journal of Education in museums (JEM), 21-23
Learning theory applied to museums.
Hodge, R. & D’Souza, W. (1979) The museum as communicator : a semiotic analysis of the
Western Australian Museum aboriginal gallery, Perth. Museum 28/3, 251-267
* The first paper to cover semiotic impact – not many follow.
Hood, M. (1983) Staying away: why people choose not to visit museums. Museum News 61/4,
50-57.
* A much quoted and accepted paper about motivations for visiting and not visiting museums.
Compare with the Doering paper.
Hood, M. (1986) Getting stated in audience research. Museum News 64/3, 25-31
*A very useful overview of how to design an evaluation programme.
de Jong, A. (1999) You are lucky, the farmer has just returned : the role of open-air museums
in interpreting the life of individuals as opposed to the history of architecture. ICOM Study
series No.6. p.15-18.
For 1st. and 3rd person interpretation and role play discussion.
Korn, R. (1989) Introduction to evaluation: theory and methodology. In Berry, N. & Mayer, S.
(eds) Museum Education : history, theory and practice. USA
A very good overview of evaluation.
McLean, K. (1993) Looking at exhibitions : One approach to criticism. pp 163-166 in Planning
for People in Museum Exhibitions. Washington, Association of Science –Technology centres.
For critical review approach.
49
McManus, P. M. (1986) Reviewing the reviewers : towards a critical language for didactic
science exhibitions. International Journal of Museum Management and Curatorship. 5/3, 213226.
Useful for critical review approach.
McManus, P. M. (1989) Oh yes they do! How visitors read labels and interact with exhibit
texts. Curator 32/2, 174-189
* First empirical study of label reading behaviour and the museum communication situation.
McManus, P. M. (1994) Families in museums. In Miles, R. & Zavala, L. (eds) Towards
museums of the future ; New European Perspectives. London, Routledge.
Literature review and synthesis.
McManus, P. m. (1996) Museum and visitor studies today. Keynote address, visitor Studies
conference 1995. Visitor Studies: theory, research and practice. 8/1, 1-12
History of visitor study approaches.
McManus, P.m. (1996) Frames of reference : changes in evaluative attitudes to visitors.
Journal of museum education. 21/3, 3-5.
Miles, R.S. (1986) Museum audiences. International Journal of Museum Management and
Curatorship. 5, 73-80
*First analysis in the literature to consider non-visitors.
Pardo, J. (1998) Audio visual installations as a strategy for the modernization of heritage
presentation spaces. Pp17-21. ICOM /AVICOM Study series No5. ISBN 92 9012 042 8
Rand, J. (1985) Fish stories that hook readers : Intepretive graphics at the Monterey Bay
Aquarium. AAZPA Annual Conference Proceedings.
Additional label text reference.
Sless, D. (1995) Mistakes about Multi-media. Museum National 4/2, 7-9
A reasoned warning, from a communication point of view, about multimedia hype.
Wittlin, A. (1971) Hazards of communication by exhibits. Curator 14/2, 138-150.
* The first paper to closely examine exhibit communications with the aim of making them more
accessible to a broader audience. Also, useful for critical review approach.
Museum Blogs and network sites
Museum 2.0: http://museumtwo.blogspot.com/
Museum 3.0: http://museum30.ning.com/
Westmuse: http://westmuse.wordpress.com/
Open objects: http://openobjects.blogspot.com/
Desgriffin: http://desgriffin.com/
Peoplepoints: http://www.peoplepoints.co.nz/
50
Trends in living networks: http://rossdawsonblog.com/
Fresh + new(er): http://www.powerhousemuseum.com/dmsblog/
Collections Australia Network (CAN):
http://keystone.collectionsaustralia.net/publisher/Outreach/
Social media and cultural communication: http://nlablog.wordpress.com/
4.
Online Resources
The full UCL Institute of Archaeology coursework guidelines are given here:
http://www.ucl.ac.uk/archaeology/handbook/common/marking.htm.
The full text of this handbook is available here (includes clickable links to Moodle and
online reading lists if applicable) http://www.ucl.ac.uk/silva/archaeology/course-info/.
Reading List & Moodle: this course has an on-line reading list. A Moodle course is also
available.
5.
Additional information
5.1.
Libraries and other resources
In addition to the Library of the Institute of Archaeology, other libraries in UCL with holdings of
particular relevance to this degree are:
1. Main Library
http://www.ucl.ac.uk/library/main.shtml
2. Human communication Science Library
http://www.ucl.ac.uk/library/hcslib.shtml
3. Environmental Studies Library (also known as the Bartlett Library)
http://www.ucl.ac.uk/library/eslib.shtml
4. Royal National Institute for Deaf People Library
http://www.ucl.ac.uk/library/rnidlib.shtml
Libraries outside of UCL which have holdings which may also be relevant to this degree are:
1. Science Museum / Imperial College
Imperial College Road
South Kensington
London SW7 5NH
United Kingdom.
Tel : +44 (0)20 7942 4242
51
Fax : +44 (0)20 7942 4243
E-mail : smlinfo@nmsi.ac.uk
http://www.sciencemuseum.org.uk/library/intro.asp
2. UCL Institute of Education
20 Bedford Way
London WC1H 0AL
http://ioewebserver.ioe.ac.uk/ioe/cms/get.asp?cid=8869&8869_0=9581
3. King's College
King's Parade, CB2 1ST, United Kingdom
Tel: +44-1223-331232
Fax: +44-1223-331891
E-mail: library@kings.cam.ac.uk
http://www.kings.cam.ac.uk/library/
INSTITUTE OF ARCHAELOGY COURSEWORK PROCEDURES
General policies and procedures concerning courses and coursework, including submission
procedures, assessment criteria, and general resources, are available in your Degree
Handbook and on the following website: http://wiki.ucl.ac.uk/display/archadmin. It is essential that
you read and comply with these. Note that some of the policies and procedures will be
different depending on your status (e.g. undergraduate, postgraduate taught, affiliate,
graduate diploma, intercollegiate, interdepartmental). If in doubt, please consult your course
co-ordinator.
52
