FORUM - Research and resources for museum education

Best museum ed books EVER? Add them to the MEM Museum Ed Book List

2012-01-02T11:20:00.000-05:00

museumedbooklist - Looking for a productive way to start 2012? ;-) Help create a cross-disciplinary Museum Ed Book List with best books of any year. Join the MEM Wiki http://bit.ly/sL65hO

List of 2011 Museum Education Books

2012-01-02T10:26:00.000-05:00

List of 2011 Museum Education Books, as compiled by Museum Education Monitor

All Together Now: Museums and Online Collaborative Learning (Will B. Crow and Herminia Wei-Hsin Din)

American Association of Museums Recorded Webinar Educator Toolkit

Applied Theatre: International Case Studies and Challenges for Practice (edited by Monica Prendergast and Juliana Saxton)

Beyond Cultural Diversity: The Case for Creativity (edited by Richard Appignanesi)

The Convivial Museum (Kathleen McLean and Wendy Pollock)

Creative Community Builder's Handbook: How to Transform Communities Using Local Assets, Arts, and Culture (Fieldstone Alliance)

The Cultural Leadership Handbook: How to Run a Creative Organization (Robert Hewison and John Holden)

Curating and the Educational Turn (Paul O’Neil and Mick Wilson)

Ecologies of Affect: Placing Nostalgia, Desire, and Hope (Tonya K. Davidson; edited by Ondine Park and Rob Shields)

Environmental Description for visually and dual sensory impaired people (Riitta Lahtinen)

The Field Trip Book: Study Travel Experiences in Social Studies (Ronald V. Morris)

Gaming the Past: Using Video Games to teach Secondary History (Jeremiah McCall)

Hot Topics, Public Culture, Museums (edited by Fiona Cameron and Lynda Kelly)

Ignite the Power of Art: Advancing Visitor Engagement in Museums (Bonnie Pitman and Ellen Hirzy)

Interpretative Master Planning (John Veverka)

Interpretive Solutions: Harnessing the Power of Interpretation to Help Resolve Critical Resource Issues (Michael E Whatley)

Introduction to Art Therapy Research (Lynn K. Kapitan)

La fabrique du musée de sciences et sociétés (sous la direction de Michel Côté)

Learning Bridges – Toward Participatory Learning Environments (Kristiina Kumpulainen et al)

Letting Go? Sharing Authority in a User-Generated World (Bill Adair; edited by Benjamin Filene and Laura Koloski)

Manifesta Worksbook: An Art Mediation Resource (International Foundation Manifesta)

Marketing and Public Relations for Museums, Galleries, Cultural and Heritage Attractions (Ylva French and Sue Runyard)

Measuring Success Resource Pack (Learning through Landscapes)

Mobile Apps for Museums: The AAM Guide to Planning & Strategy (e-book) (Nancy Proctor)

Museums at Play: Games, Interaction and Learning (edited by Katy Beale)

Places of the Imagination (Stijn Reijnders)

Social Design in Museums: The Psychology of Visitor Studies (2 Vol) (Stephen Bitgood)

Story Bridges: A guide for conducting intergenerational oral history projects (Angela Zusman)

Storyteller Guitar (Doug Larson)

The Sustainable Exhibitions Complete Course (Rachel Madan)

Teaching in the Art Museum: Interpretation as Experience (Rika Burnham and Elliott Kai-Kee)

Twilight at Conner Prairie: The Creation, Betrayal, and Rescue of a Museum Series: American Association for State and Local History (Berkley W. Duck III)

Using Museums as an Educational Resource: An Introductory Handbook for Students and Teachers (Second Edition) (Graeme K. Talboys)

Thanks for the great books 2011!

2011-12-31T16:17:00.002-05:00

Although there are still a few hours left in 2011, I think I'm safe in presenting the results of the 2011 MEM Poll to select the top three museum education books of the year. Thank you to the more than 150 people who participated in the vote. Congrats to the authors of Teaching in the Art Museum, the Manifesta Workbook, and Ignite the Power of Art! And, of course, thank you to all the authors who produced such wonderful books that will all fuel our work and imaginations in the years to come.

Although the poll closes at midnight on December 31, 2011, for a list of all books under consideration please visit https://www.surveymonkey.com/s/YCQDN5J

Best museum education book of 2011?

2011-12-19T17:00:00.000-05:00

Every year about this time I'm asked by librarians and others who purchase books for museum libraries - what is the BEST museum education book of the year? With my very limited funds, these book buyers ask, what museum education book can I purchase that will entertain, motivate and even inspire staff and volunteers?

What would you tell them? Which would YOU choose? Please help me out by visiting http://www.surveymonkey.com/s/YCQDN5J – and cast your vote!

Look forward to hearing from you.

Cheers,

Chris

Learning to remember slavery at the museum: school field-trips, difficult histories and shifting historical consciousness

2011-12-04T17:39:00.001-05:00

(UK)

Research question: How are shifts in the ‘historical consciousness’ of ‘difficult histories’ such as transatlantic slavery renegotiated and rearticulated through school field-trips to museums in England within the context of periods of heightened commemorative activity, such as the 2007 bicentenary of the abolition of the slave trade?

Data presentation: 100,000 word doctoral thesis, journal articles, chapters in edited books, conference papers.

Principal researcher: Nikki Spalding.

Sites: Wilberforce House Museum (Hull, UK), International Slavery Museum (Liverpool, UK), National Maritime Museum (London, UK), Buxton National Historic Site and Museum (Ontario, Canada).

Time span: 2007-2010 (fieldwork)

Contact information: nikki.spalding@newcastle.ac.uk or nikkispalding@rocketmail.com

Young Science Correspondents

2011-12-04T17:38:00.000-05:00

(USA)

Research questions: Impact on 8 high school students’ awareness, engagement, attitude, skills, behavior of participating in a year-long science journalism training program

Data presentation: We have a written report based on surveys and a videotaped evaluation based on Logic Model questions, involving interviews with the students done by an independent videographer. http://www.youtube.com/watch?v=yfBPLgMUn6o

Sites: The program involved students from two high schools in the City of Phoenix: a bioscience high school and a regular high school with a journalism program.

Time span: The project ran from June 2009-May 2010

Contact: Laura W. Martin, Ph.D., Senior Director of Educational Services, Arizona Science Center lmartin@azscience.org (602) 716-2000

21st Century Learning Community Centers STEM After School and Camp Programs

2011-12-04T17:37:00.001-05:00

(USA)

Research questions: Impact on kids (grades 4-8) re awareness, engagement, and attitude; value of the program for parents; impact on teachers participating in training

Data presentation: We have three written reports from different years:

Time span: Summer 2009, school year and summer 2009-2010, spring 2011; we are collecting data this school year as well.

Sites: Programs took place at school sites throughout the state of Arizona involving hundreds of kids

Contact: Laura W. Martin, Ph.D., Senior Director of Educational Services, Arizona Science Center lmartin@azscience.org (602) 716-2000

Community Outreach

2011-12-04T17:35:00.005-05:00

(Canada)

Research questions: The purpose of this proposal is to develop a cohesive understanding of the Education audience outside of the physical site at Canadian Museum of Immigration at Pier 21 (CMIP) as well as to develop and implement revenue-based outreach programs fulfilling the CMIP and Education mandates. What outreach programs would promote engagement and understanding of immigration to Canada for school-aged audiences? As a secondary question, outreach programming will be explored in terms of cost effectiveness and revenue capabilities.

Data presentation: Data will be presented in the form of a literature review and institutional comparisons and offerings. Resources will be evaluated using a criteria scoring system (analytical rubric) as well as through test group surveys in a pilot, phase-in project.

Principal Researchers: Elisabeth Tower, Manager, Education; Ashley MacPherson, Coordinator, Education

Sites: Local and national levels

Time Span: 3 months (August 1, 2011 – October 1, 2011)

Contact: Elisabeth Tower, Manager, Education 1(902) 425-7770 ext243 education@pier21.ca

Culture Trunks

2011-12-04T17:35:00.002-05:00

(Canada)

Research Question: Our goal is to create online resources for web users ages 15-25. In support of this goal, the Museum is creating a phase-in, online resource for web-based learning that utilizes the exploration of youth audiences who actively seek information regarding immigration, migration, cultural diversity, identity, and curriculum through social media, and online communities.

Data presentation: Data will be presented in the form of surveys and questionnaires which in turn will be used to create online resources. Resources will be evaluated using a criteria scoring system (analytical rubric) as well as through test group surveys.

Principal Researchers: Elisabeth Tower, Manager, Education; Fiona Valverde, Director of Marketing, Development and Communications

Site: National level, online

Time Span: 2 months (October 1, 2011 – December 1, 2011)

Contact: Elisabeth Tower, Manager, Education 1(902) 425-7770 ext243 education@pier21.ca

Bringing Natural History Collections to life!

2011-12-04T17:34:00.002-05:00

! (UK)

Research Question: What is the impact of combining natural history collection activities with habitat exploration or live animal experiences?

Data Presentation: Doctoral thesis/ website

Researcher: Grace Kimble

Sites: Natural History Museum and Wildlife Garden, London and Grant Museum, University College, London

Time span: Part time Research started Oct 2010. Pilot programme July 2011, data collection summer 2012.

Contact: g.kimble@nhm.ac.uk

UBC Okanagan Education 417 Oral History Conversations

2011-12-04T17:33:00.005-05:00

(Canada)

Research Questions: Really Oral History Conversations; for example, “Tell me about life in the Okanagan when you were younger. Include information that you think would be important for children to know about today.”

Data presentation: Discs to participating museums in the Okanagan Valley

Principal Researcher: Dr. Vicki A. Green with research assistants Education students in their final year of studies who are in social studies methods and who choose to participate.

Sites: Research is conducted through the Lake Country, Kelowna, Penticton, Vernon, Armstrong and Salmon Arm Museums in British Columbia, Canada

Time span: The conversations are gathered each fall from September to December.

Contact Dr. Vicki A. Green, Faculty of Education, University of British Columbia Okanagan Campus. 1-250-807-8107; Vicki.green@ubc.ca

The Role of Museum Programs in Parent Involvement

2011-12-04T17:33:00.002-05:00

(USA)

(This research is the part of a post-doctoral research study supported by the Fulbright Visiting Scholar Program)

Research questions: What is the nature of parental involvement programs in museums across US? What are the museum’s staff’s experience and perceptions about their museum’s parental involvement programs? More specifically what is important about the parental involvement design, the development, and the evaluation programs?

Data presentation: Report. The qualitative data presented at the ICOM-CECA Annual Conference 2011. The results of the project also will be submitted to national and international journals.

Principal researcher: Kadriye Tezcan Akmehmet (Assis. Prof., Yildiz Technical University, Museum Studies Graduate Program, Istanbul, Turkey)

Supervisor: Prof. Jessica Luke (Part Time Faculty, George Washington University Museum Studies Program)

Site: United States (George Washington University Museum Studies Program, Hosted by Prof. Kym Rice-The Director of the Program)

Time span: August 2010-July 2011

Contact: kadriyetezcan@gmail.com , tezcan@yildiz edu.tr ; 00 90 (506) 253 75 66

Young Children's Experience in Natural History Museums

2011-12-04T17:32:00.000-05:00

(UK)

Questions: What are young children experiencing when they visit natural history museums with their families? How can children's photography be used to help us gain their viewpoints?

Presentation: PhD thesis

Researcher: Elee Kirk, PhD student, School of Museum Studies, University of Leicester, UK

Site of research: Oxford University Museum of Natural History, UK

Anticipated completion date: December 2012

Contact information: ek170@le.ac.uk http://www2.le.ac.uk/departments/museumstudies/research/phd-student-research/EleeKirk

Parents as First Educators

2011-12-04T17:30:00.000-05:00

Courtesy Bristol City Museum 2011

(UK)

Research question: To explore what kinds of resources could enable parents to engage their pre-school children with museum collections and buildings, through supporting families to build their own narratives.

Data presentation: Final summary report available at www.learning-unlimited.co.uk/page4/page4.html , full final report available from Jo Graham, contactable through www.learning-unlimited.co.uk/page3/page3.php , findings shared through number of presentations including at courses such as Early Years Enthusiasm Day, Nov 2009, St Nicholas priory, Exeter, UK

Principal researcher: Jo Graham, Learning Unlimited

Sites: St Nicholas Priory, Exeter, Plymouth City Museum, Bristol City Museum, Russell-Cotes Art Gallery and Museum, Bournemouth, Torquay Museum, Cheltenham Art Gallery and Museum

Time span: Jan – April 2009

Contact: Jo Graham jo@learning-unlimited.co.uk

Family Learning in Interactive Galleries (FLING)

2011-12-04T17:27:00.000-05:00

) (USA)

Research questions: Family Learning in Interactive Galleries, also called FLING, was a four-year long research project funded by an IMLS National Leadership grant that examined families' value and use of interactive galleries in art museums and their motivations for visiting the spaces.

Data presentation: The process, research, and results are shared on the web site www.familiesinartmuseums.org .

Principal researchers: The research component was directed by The Institute of Learning Innovation www.ilinet.org and Audience Focus www.audiencefocus.com/us/ . The lead researchers were Jessica Luke, ILI, and Marianna Adams, Audience Focus. The on-site data collection research for FLING was conducted by three researchers hired for this project, one at each museum.

Sites: The project studied three southeast art museums with interactive art spaces and their visitors: Frist Center for the Visual Arts (Nashville), High Museum of Art (Atlanta), and Speed Art Museum (Louisville).

Time span: The research project was conducted from 2007-2011

Contact: Complete information may be found on the website at: http://www.familiesinartmuseums.org/pdf/FINALRESOURCES9.7.11.pdf

The partnership team for the grant was:

Marianna Adams, Audience Focus marianna@audiencefocus.com

Julia Forbes, High Museum of Art julia.forbes@woodruffcenter.org

Anne Henderson, Frist Center for the Visual Arts ahenderson@fristcenter.org

Jessica Luke, ILI luke@ilinet.org

Cynthia Moreno, Speed Museum cynthia@speedmuseum.org

The Museum Experience of Children with Autism and Their Families: Improving Access through Web and Electronic Resources

2011-12-04T17:26:00.000-05:00

(USA)

Research questions:

1. What are the needs and motivations of children with autism for wanting to visit the museum (education, socialization, other)?

2. What are the needs and motivations of the family for the museum visit (education, socialization, other)?

3. What are the components of museum-related Web experiences that enhance museum accessibility for families with children affected by autism?

4. How can Web resources be designed to better meet the needs of families with children affected by autism?

http://ipac.umd.edu/our-work/museum-experience-children-autism-and-their-families

Data presentation: The data will be presented through research publications and presentations.

Principal researchers:

Mega M. Subramaniam, Assistant Professor, College of Information Studies, University of Maryland

Giuseppe (Pino) Monaco, Education Outcomes Manager, Smithsonian Center for Museum Studies and Education

Paul T. Jaeger, Assistant Professor, College of Information Studies, University of Maryland

Beth Ziebarth, Director of Smithsonian Institution Accessibility Program

Lesley Langa, Graduate Research Associate, Information Policy & Access Center, College of Information Studies, University of Maryland

Katie Shanahan, Graduate Research Associate, Information Policy & Access Center, College of Information Studies, University of Maryland

Site: National Museum of American History

Time span: May 1, 2011- April 31, 2012

Contact: Dr. Subramaniam (mmsubram@umd.edu ) or Dr. Monaco (monacop@si.edu )

High Priority Design Values Used by Successful Children's Museum Exhibit Developers: A Multiple Case Study Analysis of Expert Opinions

2011-12-04T17:24:00.002-05:00

(USA)

Research question: What are the design values used by successful children's museum exhibit developers when they develop exhibits? Not surprisingly, the data revealed that most of the developers designed exhibits which promoted family learning. They did this by developing exhibits that encouraging meaningful interactions between parents and children.

Data presentation: Master's thesis. Thesis available upon request

Principle researcher: Stephen Ashton, doctoral student at Brigham Young University, and Audience Research & Development Coordinator at Thanksgiving Point .

Sites: Interviews were conducted with exhibit developers at the following four museums: The Boston Children's Museum, The Children's Museum of Pittsburgh, The Children's Museum of Houston, and Science City in Kansas City. Observations were also conducted at those four museums.

Time span: 2010-April 2011

Contact: Stephen Ashton Audience Research & Development Coordinator at Thanksgiving Point www.thanksgivingpoint.org Doctoral Student at Brigham Young University 801-376-2333 stephendashton@gmail.com ; sashton@thanksgivingpoint.org

Storyland: A Trip Through Childhood Favorites Summative Evaluation

2011-12-04T17:23:00.002-05:00

(USA)

Evaluation question: How children perceive and connect to literacy and reading through interactive, book-based experiences adults’ intention to implement the messages embedded throughout Storyland, which brings seven beloved picture books to life in a 1,500 square foot exhibit to travel around the nation and a 500 square foot exhibition to travel to six Minnesota communities.

Data presentation: Written report of findings

Principal evaluators: Cheryl Kessler, Blue Scarf Consulting; Kirstin Nielsen, Exhibition Development Manager, Minnesota Children’s Museum

Site: Minnesota Children’s Museum, community centers in Worthington and Elk River, Minnesota, and a library in Redwood Falls, Minnesota.

Time span: June 2011-May 2012

Contact: Cheryl@BlueScarfConsulting.com ,

Science + You Summative Evaluation

2011-12-04T17:22:00.000-05:00

(USA)

Evaluation questions: How and to what degree do families use the Science + You, an 11-component, immersive traveling exhibit, for children ages 3-8 and accompanying adults to investigate, experiment, and understand how science and scientists approach and solve problems related to human health and nutrition. How do families’ experiences influence their post-visit intentions and actions? What resonates with children?

Data presentation: Written report of findings

Principal evaluators: Cheryl Kessler, Blue Scarf Consulting; Mary Trieschmann, VP of Programs, Kohl Children’s Museum of Greater Chicago

Site: Kohl Children’s Museum of Greater Chicago, Glenview, IL

Time span: September-November, 2011

Contact information: Cheryl@BlueScarfConsulting.com mtrieschmann@kohlchildrensmuseum.org

Parents and Caregivers as an Audience for Museum Family Spaces

2011-12-04T17:21:00.000-05:00

(USA)

Research questions: This research seeks to determine how family galleries in art and history museums can better serve the needs and interests of parents and caregivers. Guiding questions include: How do parents and caregivers use family spaces? What are parents' and caregivers' perceptions of family spaces? Suggestions are provided for ways to accommodate and engage parents and caregivers in family spaces.

Data presentation: Master's Thesis

Principal researcher: Allison Feigen, candidate for Master of the Arts in Museum Education, The University of the Arts

Site: The National Building Museum's family exhibition, Building Zone

Time span: January - December 2011

Contact: alfeigen@gmail.com

Mobile Learning meets Family Learning in the Science Museum: A Case Study of Family Science Learning in the National Science Museum

2011-12-04T17:19:00.000-05:00

(Thailand)

Research questions:

1. How can science museums in non-Western contexts increase their impact on family audiences through the use of mobile technologies?

1a.What are currently the impacts of science museums on family learning?

1b.How do science museums in Thailand currently compare with science museums in the West regarding their impacts on family learning?

1c.What are additional desirable impacts of science museums on family learning in Thailand?

1d. What are the impacts of mobile technologies on family learning in science museums in Thailand?

Date presentation: Dissertation

Principal researcher: Ms.Wijitra Suriyakul Na Ayudhya; First Supervisor: Dr.Giasemi Vavoula; Second Supervisor: Dr.Viv Golding

Site: The National Science Museum, Thailand

Time span: 3 years (PhD research)

Contact: Ms.Wijitra Suriyakul Na Ayudhya, PhD Student, School of Museum Studies, University of Leicester wsna1@le.ac.uk and wijitra_j@hotmail.com

Artissimo Kiosk and Gallery

2011-12-04T17:18:00.000-05:00

(Canada)

Evaluation questions: The National Gallery of Canada undertook a four-year project to revitalize its flagship family program, Artissimo. Research and outcomes-based evaluation focused on how families learn in museums and from artworks, and resulted in seven new family activities and a purpose-built kiosk.

Data presentation: Data is summarized in a Formative Evaluation Report (2007), as well as a paper, outlining the stages of evaluation and implementation that is being prepared for the 2012 annual conference of the Canadian Museums Association.

Principal evaluator(s): Megan Richardson, National Gallery of Canada and Marianna Adams, Audience Focus Inc.

Site: National Gallery of Canada, Ottawa, Ontario, Canada

Time span: front-end and formative evaluation, research, consultation, design, production implementation, and summative evaluation took place over 4 years (2007 - 2011)

Contact: Megan Richardson, Chief, Education and Public Programs, National Gallery of Canada, mrichard@gallery.ca ; 613.990.0574

Vote now for your choice of best museum education internship project of 2011!

2011-09-01T11:50:00.004-04:00

Take 10 to choose your favs from the MEM 2011 list of museum education internships. Just scroll down through the 26 listings below. For each or just the ones you prefer, check off your reaction(s). Is the project useful, interesting, important, or cool (or all four, if you like!)? Comments as to your reasoning welcomed but remember these are your peers - so please be gentle!

Internships receiving the most votes in any category will be featured on Twitter the MEM Facebook Page and the MEM website

Look forward to hearing from you!

Remotely Operated Vehicle Activity Development

2011-09-01T11:33:00.000-04:00

(USA)
Description: Interns worked with the current science team at Pacific Science Center and regional scientists to develop and prototype a staff-led activity rooted in inquiry-based learning methods. The activity featured Remotely Operated Vehicles to help visitors understand how scientists explore vents. Interns also assisted in on-site programs between scientists and visitors. Link to larger context within which project will exist http://www.pacificsciencecenter.org/portal-to-current-research
Interns: Galen Richards, Andrew Hermann
Supervisors: Tamara Yurkanin, Stephanie Fitzwater, Dana Vukajlovich, Michael Bowers
Site: Pacific Science Center, Seattle WA http://www.pacificsciencecenter.org/
Time span June through August
Contact: tyurkanin@pacsci.org

Taft Museum of Art Summer Art Camp

2011-09-01T11:32:00.002-04:00

(USA)
Description: Students grades 3-12 explore the museum and create artwork inspired by the summer’s special exhibition (in 2011, In Company with Angels: Seven Rediscovered Tiffany Windows)
Interns: Mary Hancock, Brian Hone, Elizabeth Schanher
Supervisors: Nancy Huth, Jean Graves
Site: Taft Museum of Art, Cincinnati, Ohio
Time span: Five one-week sessions; two sessions for grades 3-5, two sessions for grades 6-8, and a high school workshop
Contact: jgraves@taftmuseum.org