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MOSI-ALONG: social media, the museum and the community
Abstract
Information stored in non-formal educational institutions such as museums can be perceived as a resource for local communities, who may perceive and interpret the information in ways that differ from classification systems in use by curators. These perceptions may be collected and disseminated by Web 2.0 technologies and social media, a process which has been called 'crowdsourcing'. However, in order to retain quality of content, some form of moderation of crowdsourced content is usually seen as desirable. The MOSI-ALONG project at Manchester is designed to facilitate both sides of this process, creation and moderation, building a digital 'bridge' between museum content and social media through user-centered design. We will then evaluate the impact it has on the learning outcomes available to both communities.
... Crowdsourcing projects and platforms that align to deliberate democracy emphasize belonging to a community where engaged members co-create the common history in the museum as a public sphere (Affleck and Kvan 2008;Muntean et al. 2015;Taylor et al. 2015;Fosh et al. 2016;Miles et al. 2016;Ali et al. 2018). In developing the archive or collection, participatory social media and open source communities such as wikis can be utilized as discursive tools to support such deliberative processes, where a multitude of participants negotiate history in an open-ended way (Whitworth and Garnett 2011;Stuedahl and Lowe 2014). In these, the crowd represents expertise which the heritage institutions do not possess. ...
Cultural heritage institutions are central for the creation of our common identities and histories, and are thus a cornerstone for democracy. However, they have conflicting roles, as institutions for the free dissemination of knowledge or as gatekeepers of the authorized heritage discourse. They may have historically monitored and marginalized certain groups, yet they can also actively work for a just and pluralistic society. To make heritage collections more open through digitization, participatory methods such as crowdsourcing are put forward, motivated by efficiency but also as a way to create a more diverse and polyphonic heritage. However, there is a lack of vocabulary that puts these different techniques in a wider context of established democratic theories. In this chapter we discuss practices and policies of crowdsourcing in relation to notions of democracy. As argued these participatory technologies can be seen as means to support very different notions of democracy. From our studies of five different crowdsourcing platforms in the US and Denmark, we seek to analyze how these different aspects of democracy are supported, and to develop an analytical model for participatory technologies with long term development and preservation of cultural heritage in mind.KeywordsCultural heritageCrowdsourcingParticipationDemocracyParadata
... In fact, numerous studies have tried to connect, in multiple ways, social media and cultural heritage. In particular, crowdsourcing techniques have been used to transform archived information into community memories (Risse & Peters, 2012) and create public interpretations of cultural heritage content (Whitworth & Garnett, 2011). Photo sharing features of different media, like Instagram, have been exploited to allow visitors to construct personal narratives (Weilenmann et al., 2013). ...
This paper details and discusses experimental results obtained towards personalizing a museum visit through a personal mobile guide, using an approach relying on users' cognitive style, gaming, social networks, and recommendations. It describes the personalization system, which relies on a Facebook game to infer users' cognitive style, visiting style and interests, and a recommendation algorithm offering sequences of points of interests to visit. A qualitative and quantitative analysis of an experiment conducted in a museum is given, offering first conclusions and perspectives on the approach.
... This reflects the now common call for museums to be more responsive, democratic, and reflective, and to reach outside their own buildings to connect with broader segments of the public [2,14]. In addition, visitor learning is of primary concern to museums and in recent years a prominent discourse has emerged that touts the potential for social media to take a central role in learning in informal environments such as museums, libraries and galleries [26,32]. ...
The everyday use of smartphones with high quality built-in cameras has lead to an increase in museum visitors’ use of these devices to document and share their museum experiences. In this paper, we investigate how one particular pho-to sharing application, Instagram, is used to communicate visitors’ experiences while visiting a museum of natural history. Based on an analysis of 222 instagrams created in the museum, as well as 14 interviews with the visitors who created them, we unpack the compositional resources and concerns contributing to the creation of instagrams in this particular context. By re-categorizing and re-configuring the museum environment, instagrammers work to construct their own narratives from their visits. These findings are then used to discuss what emerging multimedia practices imply for the visitors’ engagement with and documentation of museum exhibits. Drawing upon these practices, we dis-cuss the connection between online social media dialogue and the museum site.
In an era of big data and fake news, museums’ collection practices are particularly important democratic cornerstones. Participatory technologies such as crowdsourcing or wikis have been put forward as a means to make museum collections more open and searchable, motivated by a desire for efficiency but also as a way to engage the public in the development of a more diverse and polyphonic heritage. However, there is a lack of a nuanced vocabulary to describe participatory technologies in terms of democracy. Without a deeper understanding of how technology shapes the overall structures, there is a risk that the tools instead undermine democratic ambitions.
Addressing the need to conceptualize democracy in these contexts, we therefore develop a framework for participatory technologies with an eye toward the long-term development and preservation of cultural heritage. In this framework different democratic processes intersect with democratic values, from a liberal conception of democracy to a more deliberative democracy, to an agonistic pluralism emphasizing the importance of acknowledging conflict and diversity.
To firmly ground our vocabulary in museum collection practices, we have investigated two cases from museums in the US that have opposite participatory strategies for enriching images with metadata; the Smithsonian Transcription Center, and the National Gallery of Art collection on Wikimedia Commons. These cases demonstrate how the framework can be used to identify patterns of participation showing the support for different values and processes.
Furthermore, our conceptual investigation points out a contradiction in Human–Computer Interaction (HCI) research, between the pluralism and conflicts emphasized in more critical and participatory design perspectives used in the development of design , and the features in the actual design of participatory technologies , emphasizing consistency and access.
An exploration of information literacy and ICT skills education from the point of view of social and political theory. The author incorporates theories to argue why the idea of information literacy is so important in the 21st century, and also to develop teaching strategies to this end. The book argues that only through expanding the range of information literacy education taking it beyond just formal school and university education and into homes, friendship networks and workplaces can we construct an effective educational response to information technology in the 21st century. Information literacy includes, but transcends, ICT skills and ultimately is about being politically, socially and communicatively competent in an information society.
In this chapter the authors present the concept of Learner-Generated Contexts as a potential framework through which the more effective use of technology to support learning might be supported and engendered. In particular, they concentrate on the theoretical grounding for consideration of LearnerGenerated Contexts as a context-based model and organizing principle for designing learning and as a means of elucidating what institutional practices might support or retard their development. In so doing, the authors offer a model for the learning-teaching process based upon the Russian concept of "obuchenie" and a reconsideration of pedagogic design based upon a combinatory model termed the "PAH continuum. "
What do we mean by the word ‘context’ in education and how does our context influence the way that we learn?
What role can technology play in enhancing learning and what is the future of technology within learning?
Re-designing Learning Contexts seeks to re-dress the lack of attention that has traditionally been paid to a learner’s wider context and proposes a model to help educators and technologists develop more productive learning contexts. It defines context as the interactions between the learner and a set of inter-related resource elements that are not tied to a physical or virtual location. Context is something that belongs to an individual and that is created through their interactions in the world.
Based on original, empirical research, the book considers the intersection between learning, context and technology, and explores:
the meaning of the concept of context and it’s relationship to learning
the ways in which different types of technology can scaffold learning in context
the Learner-Centric ‘Ecology of Resources’ model of context as a framework for designing technology-rich learning environments
the importance of matching available resources to each learner’s particular needs
the ways in which the learner’s environment and the technologies available might change over the coming years
the potential impact of recent technological developments within computer science and artificial intelligence
This interdisciplinary study draws on a range of disciplines, including geography, anthropology, psychology, education and computing, to investigate the dynamics and potential of teacher-learner interaction within a learning continuum, and across a variety of locations. It will be of interest to those teaching, researching and thinking about the use of technology in learning and pedagogy, as well as those involved in developing technology for education and those who use it in their own teaching.
Prologue Part I. Practice: Introduction I 1. Meaning 2. Community 3. Learning 4. Boundary 5. Locality Coda I. Knowing in practice Part II. Identity: Introduction II 6. Identity in practice 7. Participation and non-participation 8. Modes of belonging 9. Identification and negotiability Coda II. Learning communities Conclusion: Introduction III 10. Learning architectures 11. Organizations 12. Education Epilogue.
Information literacy educators are daily challenged by an environment in which colleagues and students bring very different perspectives to curriculum design, teaching and learning, and by the need to apply those theories of learning to information literacy education in coherent ways. The purpose of this paper is to propose a model, Six Frames for Information Literacy Education, as a tool for analysing, interpreting and understanding these challenges; and to explain the relational frame in more detail. In the first part of this paper we provide an overview of the different ways in which teaching, learning, and information literacy may be approached. We also introduce the Six Frames for Information Literacy education. In the second part, we explore some challenges and techniques of applying the relational frame for information literacy education in more detail. Finally, we suggest some ways in which using the sic frames may assist practice.
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