Pub Date : 2023-04-03DOI: 10.1080/10598650.2022.2135353
Justin Reeves Meyer, J. Heimlich, E. E. T. Horr, Rebecca F. Kemper, Katy Börner
ABSTRACT The article answers the research question: under what conditions and with what methods would museum visitors feel comfortable (and not comfortable) sharing sensitive information for the purposes of museum research or evaluation? We ground our study in literature about sharing personal information in person, online, and in the context of digital marketing and social media. In our interviews of n = 114 science center visitors, we found that while majorities would share sensitive information in person with an evaluator, age and gender were important factors in predicting whether or not someone feels comfortable doing so in public settings or with tablet questionnaires. We then discuss the ethical importance of giving visitors choice in whether to and how to share their information for the purposes of evaluation.
{"title":"Museum Visitor Comfort When Sharing Personal Information for Evaluation","authors":"Justin Reeves Meyer, J. Heimlich, E. E. T. Horr, Rebecca F. Kemper, Katy Börner","doi":"10.1080/10598650.2022.2135353","DOIUrl":"https://doi.org/10.1080/10598650.2022.2135353","url":null,"abstract":"ABSTRACT The article answers the research question: under what conditions and with what methods would museum visitors feel comfortable (and not comfortable) sharing sensitive information for the purposes of museum research or evaluation? We ground our study in literature about sharing personal information in person, online, and in the context of digital marketing and social media. In our interviews of n = 114 science center visitors, we found that while majorities would share sensitive information in person with an evaluator, age and gender were important factors in predicting whether or not someone feels comfortable doing so in public settings or with tablet questionnaires. We then discuss the ethical importance of giving visitors choice in whether to and how to share their information for the purposes of evaluation.","PeriodicalId":44182,"journal":{"name":"Journal of Museum Education","volume":"48 1","pages":"136 - 152"},"PeriodicalIF":0.6,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45204668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/10598650.2022.2142749
Stephanie Hladik
ABSTRACT Research into teaching and learning in science museums has led to innovations in pedagogy, exhibits, and educational programming. Science museum facilitators play a critical role in advancing the educational missions of their institutions, yet the roles that these facilitators have in academic research projects aimed at understanding learning within the context of their museums vary widely. In this systematic review, 40 articles and book chapters were reviewed for how science museum facilitators participate in reported research and design activities. The findings suggest that facilitators take on a variety of roles within research projects, from simply being talked about in the context of professional development programs, to taking active roles as co-designers and co-researchers in their institutions. Increasing opportunities for facilitator agency and voice within academic research may improve scholarly understanding of facilitators’ experiences, pedagogies, and institutional constraints, thus improving the designs of exhibits, educational programming, and professional development opportunities.
{"title":"Examining the Roles of Science Museum Facilitators in Academic Research","authors":"Stephanie Hladik","doi":"10.1080/10598650.2022.2142749","DOIUrl":"https://doi.org/10.1080/10598650.2022.2142749","url":null,"abstract":"ABSTRACT Research into teaching and learning in science museums has led to innovations in pedagogy, exhibits, and educational programming. Science museum facilitators play a critical role in advancing the educational missions of their institutions, yet the roles that these facilitators have in academic research projects aimed at understanding learning within the context of their museums vary widely. In this systematic review, 40 articles and book chapters were reviewed for how science museum facilitators participate in reported research and design activities. The findings suggest that facilitators take on a variety of roles within research projects, from simply being talked about in the context of professional development programs, to taking active roles as co-designers and co-researchers in their institutions. Increasing opportunities for facilitator agency and voice within academic research may improve scholarly understanding of facilitators’ experiences, pedagogies, and institutional constraints, thus improving the designs of exhibits, educational programming, and professional development opportunities.","PeriodicalId":44182,"journal":{"name":"Journal of Museum Education","volume":"48 1","pages":"153 - 166"},"PeriodicalIF":0.6,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45539657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/10598650.2023.2217477
Stephanie C. Jenkins
ABSTRACT This article explores the use of an interactive mnemonic device called a “Map of Memories” to navigate the museum theater production Our Footprints, staged in 2017 in the Bergtheil Museum in Durban, South Africa. The Map is an interactive tool used by audience members to explore the exhibits and the performance through connecting their own memories and understandings to what is seen and experienced. The Map, along with the performance, encourages emotional and personal connections to the factual content of the museum exhibitions, with the aim of promoting stronger opportunities for remembering, learning, and new insight.
{"title":"Using an Interactive Mnemonic Device to Navigate Memories in Museum Theater","authors":"Stephanie C. Jenkins","doi":"10.1080/10598650.2023.2217477","DOIUrl":"https://doi.org/10.1080/10598650.2023.2217477","url":null,"abstract":"ABSTRACT This article explores the use of an interactive mnemonic device called a “Map of Memories” to navigate the museum theater production Our Footprints, staged in 2017 in the Bergtheil Museum in Durban, South Africa. The Map is an interactive tool used by audience members to explore the exhibits and the performance through connecting their own memories and understandings to what is seen and experienced. The Map, along with the performance, encourages emotional and personal connections to the factual content of the museum exhibitions, with the aim of promoting stronger opportunities for remembering, learning, and new insight.","PeriodicalId":44182,"journal":{"name":"Journal of Museum Education","volume":"48 1","pages":"181 - 191"},"PeriodicalIF":0.6,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48718364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/10598650.2022.2122677
Elizabeth Kunz Kollmann, Allison Anderson, Marta Beyer, Hever Velázquez, M. Bequette, Gretchen Haupt, Owen Weitzman
ABSTRACT Educators play a key role in facilitating interactive learning experiences in informal science education settings, such as science centers and museums. Despite their importance, research around facilitation has generally focused on visitor impacts and not the strategies used by the educators themselves. The ChemAttitudes project studied and characterized facilitation moves used by educators during hands-on chemistry activities with visitors at two science museums. Building on previous research done by the Exploratorium, the project team defined a framework of three overarching categories of facilitation techniques: “Invite participation,” “Support exploration,” and “Deepen understanding.” (referenced in short form as “Invite,” “Support,” and “Deepen”). Each of these categories also included distinct facilitation moves that educators used throughout an interaction with visitors. Overall, data indicated that educators used Support moves most often, Deepen moves less frequently, and Invite moves the least. Although educators almost always started an interaction with Invite, afterwards, they moved flexibly back and forth between the three types of moves in a non-linear order in response to the visitors. The framework and findings from this project can be used to support training and professional development for other informal educators using hands-on activities with visitors.
{"title":"Understanding Facilitation Techniques for Hands-On Chemistry Activities","authors":"Elizabeth Kunz Kollmann, Allison Anderson, Marta Beyer, Hever Velázquez, M. Bequette, Gretchen Haupt, Owen Weitzman","doi":"10.1080/10598650.2022.2122677","DOIUrl":"https://doi.org/10.1080/10598650.2022.2122677","url":null,"abstract":"ABSTRACT Educators play a key role in facilitating interactive learning experiences in informal science education settings, such as science centers and museums. Despite their importance, research around facilitation has generally focused on visitor impacts and not the strategies used by the educators themselves. The ChemAttitudes project studied and characterized facilitation moves used by educators during hands-on chemistry activities with visitors at two science museums. Building on previous research done by the Exploratorium, the project team defined a framework of three overarching categories of facilitation techniques: “Invite participation,” “Support exploration,” and “Deepen understanding.” (referenced in short form as “Invite,” “Support,” and “Deepen”). Each of these categories also included distinct facilitation moves that educators used throughout an interaction with visitors. Overall, data indicated that educators used Support moves most often, Deepen moves less frequently, and Invite moves the least. Although educators almost always started an interaction with Invite, afterwards, they moved flexibly back and forth between the three types of moves in a non-linear order in response to the visitors. The framework and findings from this project can be used to support training and professional development for other informal educators using hands-on activities with visitors.","PeriodicalId":44182,"journal":{"name":"Journal of Museum Education","volume":"48 1","pages":"122 - 135"},"PeriodicalIF":0.6,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46171476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/10598650.2023.2180717
Andrea Kim Neighbors
ABSTRACT In the 1970s, Martha “Marty” Goddard (1941–2015) conceived of and designed a kit that would collect forensic evidence in order to increase the probability of suspect identification in cases of sexual assault. Goddard designed a kit using over-the-counter items such as cotton swabs, combs, bags, labels, envelopes, and glass slides, to standardize the collection, preservation, and documentation of evidence. The kit was designed for hospitals and law enforcement, and is now part of standard protocol in the United States today. In 2022, a team from different parts of the Smithsonian worked collaboratively on the acquisition of this object, while holding critical conversations about what it means to not only care for the object, but also how to discuss the topic and lived experience of sexual assault. This interview dives into the story of the acquisition and its significance, and how museums can carefully and intentionally engage with the topic of sexual assault.
{"title":"The Moment Is Now: Caring for Marty’s Sexual Assault Evidence Kit. An Interview with Alexandra Cunningham Cameron, Ashleigh D. Coren, and Katherine Ott","authors":"Andrea Kim Neighbors","doi":"10.1080/10598650.2023.2180717","DOIUrl":"https://doi.org/10.1080/10598650.2023.2180717","url":null,"abstract":"ABSTRACT In the 1970s, Martha “Marty” Goddard (1941–2015) conceived of and designed a kit that would collect forensic evidence in order to increase the probability of suspect identification in cases of sexual assault. Goddard designed a kit using over-the-counter items such as cotton swabs, combs, bags, labels, envelopes, and glass slides, to standardize the collection, preservation, and documentation of evidence. The kit was designed for hospitals and law enforcement, and is now part of standard protocol in the United States today. In 2022, a team from different parts of the Smithsonian worked collaboratively on the acquisition of this object, while holding critical conversations about what it means to not only care for the object, but also how to discuss the topic and lived experience of sexual assault. This interview dives into the story of the acquisition and its significance, and how museums can carefully and intentionally engage with the topic of sexual assault.","PeriodicalId":44182,"journal":{"name":"Journal of Museum Education","volume":"48 1","pages":"200 - 207"},"PeriodicalIF":0.6,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43436077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/10598650.2023.2215961
Michelle Moon, Michelle Dezember
The articles in this issue of the Journal of Museum Education are unified by the theme of linking research with practice – a phenomenon many in our field would term “praxis.” As we prepared the issue for publication, our editorial team found ourselves in an honest conversation: Did we really understand what “praxis”means? Many people use the word comfortably and regularly, while others confessed we found it a little fuzzy. Yet we find ourselves living it more often than we may realize. After a deep dive into the history and etymology of the concept, it turns out that it’s no wonder the idea can feel a little slippery. From its origins in the philosophy of ancient Greece, “praxis” has been interpreted in multiple ways and has specific usages in a wide array of fields: medicine, social work, philosophy, justice, psychology, ethics, and, of course, education. From Aristotle to Hegel, Hannah Arendt to Jean-Paul Sartre, “praxis” has taken on many shades of meaning. In the world of education, the term connotes a specific lineage – one tightly intertwined with the foundations of learning theory that underlie museum education. Aristotle’s view was that praxis was any activity, undertaken for its own sake, with an ethical or moral dimension. Its partners in his construction of human activity in the world were theoria (thinking, contemplation, seeking to understand) and poeisis (making or producing material things). It was through Karl Marx’s work that “praxis” took on the theme of purposeful action toward transformation: in his succinct words, “The philosophers have only interpreted the world, in various ways; the point is to change it.” It was also Marx who thought of praxis as a way of synthesizing theory and action, linking a framework of thought to the practice of doing. Adding this layer of interpretation highlights opportunities to turn any regular or routine act of doing – any practice – into one that is both informed by theory and potentially transformational. Social worker Graeme Stuart phrases it this way: “In praxis, theory (in simple terms, the way we understand things) is embedded in reflection and action, and action is embedded in reflection and theory. It can thus be seen as cycles of action, reflection and theory building.” Since the mid-nineteenth century, key educational theorists have embraced this notion of praxis as a means of connecting the theory of learning and the practice of education in an ongoing, iterative relationship. Prominent among them is Paolo Freire, who in his liberation-focused pedagogical framework described it as “the action and reflection of [people] upon their world in order to transform it.” Freire’s thought informed David Kolb, whose influential theory of the experiential learning cycle centered on the “transformative dialectic between reflection and action.” For Kolb, neither pure action nor pure thought is sufficient to produce learning, but together, they “give us a ‘stereo’ perspective that motivates learnin
{"title":"Learning Connections: From Practice to Praxis","authors":"Michelle Moon, Michelle Dezember","doi":"10.1080/10598650.2023.2215961","DOIUrl":"https://doi.org/10.1080/10598650.2023.2215961","url":null,"abstract":"The articles in this issue of the Journal of Museum Education are unified by the theme of linking research with practice – a phenomenon many in our field would term “praxis.” As we prepared the issue for publication, our editorial team found ourselves in an honest conversation: Did we really understand what “praxis”means? Many people use the word comfortably and regularly, while others confessed we found it a little fuzzy. Yet we find ourselves living it more often than we may realize. After a deep dive into the history and etymology of the concept, it turns out that it’s no wonder the idea can feel a little slippery. From its origins in the philosophy of ancient Greece, “praxis” has been interpreted in multiple ways and has specific usages in a wide array of fields: medicine, social work, philosophy, justice, psychology, ethics, and, of course, education. From Aristotle to Hegel, Hannah Arendt to Jean-Paul Sartre, “praxis” has taken on many shades of meaning. In the world of education, the term connotes a specific lineage – one tightly intertwined with the foundations of learning theory that underlie museum education. Aristotle’s view was that praxis was any activity, undertaken for its own sake, with an ethical or moral dimension. Its partners in his construction of human activity in the world were theoria (thinking, contemplation, seeking to understand) and poeisis (making or producing material things). It was through Karl Marx’s work that “praxis” took on the theme of purposeful action toward transformation: in his succinct words, “The philosophers have only interpreted the world, in various ways; the point is to change it.” It was also Marx who thought of praxis as a way of synthesizing theory and action, linking a framework of thought to the practice of doing. Adding this layer of interpretation highlights opportunities to turn any regular or routine act of doing – any practice – into one that is both informed by theory and potentially transformational. Social worker Graeme Stuart phrases it this way: “In praxis, theory (in simple terms, the way we understand things) is embedded in reflection and action, and action is embedded in reflection and theory. It can thus be seen as cycles of action, reflection and theory building.” Since the mid-nineteenth century, key educational theorists have embraced this notion of praxis as a means of connecting the theory of learning and the practice of education in an ongoing, iterative relationship. Prominent among them is Paolo Freire, who in his liberation-focused pedagogical framework described it as “the action and reflection of [people] upon their world in order to transform it.” Freire’s thought informed David Kolb, whose influential theory of the experiential learning cycle centered on the “transformative dialectic between reflection and action.” For Kolb, neither pure action nor pure thought is sufficient to produce learning, but together, they “give us a ‘stereo’ perspective that motivates learnin","PeriodicalId":44182,"journal":{"name":"Journal of Museum Education","volume":"48 1","pages":"89 - 91"},"PeriodicalIF":0.6,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46253039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/10598650.2023.2172660
Jingwen Li
ABSTRACT Although the number of art museums in China has increased significantly in recent years, art museum educators find it difficult to create relevant, relatable, and engaging learning experiences for children in different contexts of art museums. I conducted this qualitative, comparative case study in Shanghai, China, examining how two different art museums, one contemporary art-based, and another one traditional Chinese art-based, conceptualize museum education for children. The research data included face-to-face, semi-structured interviews with museum educators and a content analysis of documents gathered from the museums’ websites. Using the frameworks for the contextual model of learning and constructivism theory in museum learning, I compared and contrasted the two art museums educational approaches in creating connections between educational programming and children’s learning. I found that both art museums were able to connect programming to children with their current exhibitions, but using two different approaches.
{"title":"Traditional or Contemporary Art? A Study of Educational Approaches to Children in Two Chinese Art Museums","authors":"Jingwen Li","doi":"10.1080/10598650.2023.2172660","DOIUrl":"https://doi.org/10.1080/10598650.2023.2172660","url":null,"abstract":"ABSTRACT Although the number of art museums in China has increased significantly in recent years, art museum educators find it difficult to create relevant, relatable, and engaging learning experiences for children in different contexts of art museums. I conducted this qualitative, comparative case study in Shanghai, China, examining how two different art museums, one contemporary art-based, and another one traditional Chinese art-based, conceptualize museum education for children. The research data included face-to-face, semi-structured interviews with museum educators and a content analysis of documents gathered from the museums’ websites. Using the frameworks for the contextual model of learning and constructivism theory in museum learning, I compared and contrasted the two art museums educational approaches in creating connections between educational programming and children’s learning. I found that both art museums were able to connect programming to children with their current exhibitions, but using two different approaches.","PeriodicalId":44182,"journal":{"name":"Journal of Museum Education","volume":"48 1","pages":"167 - 180"},"PeriodicalIF":0.6,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44615602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/10598650.2023.2223170
Alexandra F. Morris
{"title":"Museum Accessibility by Design:ASystemic Approach to Organizational Change","authors":"Alexandra F. Morris","doi":"10.1080/10598650.2023.2223170","DOIUrl":"https://doi.org/10.1080/10598650.2023.2223170","url":null,"abstract":"","PeriodicalId":44182,"journal":{"name":"Journal of Museum Education","volume":"48 1","pages":"208 - 210"},"PeriodicalIF":0.6,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44041186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/10598650.2022.2152602
Billie Eilam, Merav Yosfan, J. Lanir, A. Wecker
ABSTRACT Few investigations of museums have examined the potential of varying displays as related to learning outcomes. This study focused on two museum spaces, presenting different historical events and featuring different objects’ characteristics and arrangements, as related to seventh- and eighth-graders’ learning and experiences during a self-guided visit. Students responses to pre- and post-visit questionnaires were analyzed qualitatively and via some statistical measures. Three major factors emerged related to students performance: (a) the relevancy of the represented topic to students’ personal world, (b) the use of large and dominant objects as centerpieces that form a framework for processing the assembled information, and (c) the split-attention effect. Implications are discussed for objects’ characteristics and arrangements in the museum space that promote learning.
{"title":"Objects’ Characteristics and Arrangements in a History Museum: Relations to Student Learning and Experiences","authors":"Billie Eilam, Merav Yosfan, J. Lanir, A. Wecker","doi":"10.1080/10598650.2022.2152602","DOIUrl":"https://doi.org/10.1080/10598650.2022.2152602","url":null,"abstract":"ABSTRACT Few investigations of museums have examined the potential of varying displays as related to learning outcomes. This study focused on two museum spaces, presenting different historical events and featuring different objects’ characteristics and arrangements, as related to seventh- and eighth-graders’ learning and experiences during a self-guided visit. Students responses to pre- and post-visit questionnaires were analyzed qualitatively and via some statistical measures. Three major factors emerged related to students performance: (a) the relevancy of the represented topic to students’ personal world, (b) the use of large and dominant objects as centerpieces that form a framework for processing the assembled information, and (c) the split-attention effect. Implications are discussed for objects’ characteristics and arrangements in the museum space that promote learning.","PeriodicalId":44182,"journal":{"name":"Journal of Museum Education","volume":"48 1","pages":"76 - 87"},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42165422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/10598650.2022.2157134
Katherine Whitney
ABSTRACT In this article, museum exhibit developer Katherine Whitney sits down with Amelia Wong, User Experience Manager at the J. Paul Getty Trust, about her forthcoming book How Museums Tell Stories, (Routledge, forthcoming). Recent research and literature assert that as humans we are “wired for story.” And we’ve seen the use of storytelling skyrocket everywhere, from social media to marketing to museum exhibitions. But do we know we mean when we talk about story? Wong asserts that if we in the museum field are going to use storytelling effectively, we have to understand what story is, and what it isn’t.
{"title":"How Museums Tell Stories: An Interview with Amelia Wong","authors":"Katherine Whitney","doi":"10.1080/10598650.2022.2157134","DOIUrl":"https://doi.org/10.1080/10598650.2022.2157134","url":null,"abstract":"ABSTRACT In this article, museum exhibit developer Katherine Whitney sits down with Amelia Wong, User Experience Manager at the J. Paul Getty Trust, about her forthcoming book How Museums Tell Stories, (Routledge, forthcoming). Recent research and literature assert that as humans we are “wired for story.” And we’ve seen the use of storytelling skyrocket everywhere, from social media to marketing to museum exhibitions. But do we know we mean when we talk about story? Wong asserts that if we in the museum field are going to use storytelling effectively, we have to understand what story is, and what it isn’t.","PeriodicalId":44182,"journal":{"name":"Journal of Museum Education","volume":"48 1","pages":"16 - 20"},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44787550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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