Handbook Lifelong Learning in Museums

�� 4PP LLML Handbook Cover ENGLISH r2.indd 1 14/03/2007 22:00:18 �� 4PP LLML Handbook Cover ENGLISH r2.indd 2 20/03/2007 22:59:25 Lifelong Learning in Museums A European Handbook Edited by Kirsten Gibbs, Margherita Sani, Jane Thompson CONTRIBUTORS David Anderson, Judi Caton, Cristina Da Milano, Martina De Luca, Juliette Fritsch, Kirsten Gibbs, Rinske Jurgens, Kaija Kaitavuori, Hanneke Kempen, Andrea Kieskamp, Massimo Negri, Margaret O’Brien, Helen O’Donoghue, Carla Padró, Margarida Ruas, Margherita Sani, Dineke Stam, Jane Thompson, Ineke van Klink, Annemarie Vels Heijn, Amber Walls, Sue Wilkinson ACKNOWLEDGMENTS Valeria Cicala Margriet de Jong Valentina Galloni Alex Hitchins Els Hoogstraat Judikje Kiers Silvia Mascheroni Shriti Patel Anna Pironti Carlo Tovoli DESIGN Oliver Newbery (over page) From the catalogue of the exhibition Gli occhi del pubblico (Bologna, IBC-CLUEB, 2006) Photo: Tano d’Amico Contents Foreword 7 4 Working with Diverse Adult 58 David Anderson Audiences: Case studies and good practice Introduction 8 4.1 Family learning 59 Kirsten Gibbs, Margherita Sani, Jane Thompson 4.2 Young people 63 4.3 Older learners 69 1 Adults and Learning 12 4.4 Corporate groups 74 1.1 Lifelong learning 13 4.5 Intercultural learning 77 1.2 Adult learners 13 4.6 Inclusive learning 84 1.3 Barriers to learning 16 4.7 A case study: Adult learning 88 1.4 Attitudes and motivations 16 at the British Museum that lead to learning 1.5 Equality and access 17 5 The Museum Environment 92 5.1 Why is the environment important? 93 2 Learning in Museums 18 5.2 Some elements to be considered 93 2.1 Setting the scene 19 5.3 Creating a learning friendly environment 98 2.2 Approaches to learning in museums 20 5.4 A case study: Museu da Água Lisbon 99 2.3 Learning theories: 22 understanding how adults learn 6 Training Implications 102 2.4 Identifying learning outcomes 33 7 Bibliography and Web sites 106 8 Biographical notes 112 3 Methodological Frameworks 36 3.1 Visitor research 37 3.2 Evaluation 39 3.3 Teamwork 44 3.4 Partnership 46 3.5 Outreach 54 6 Foreword 7 Anyone who has worked on a trans- enquiry in learning from professional national museum project which aims practice in other countries. to create something practical and useful, knows how difficult this can It is tempting to think that the many be. Differences of language, culture examples of innovative work in this and intellectual traditions become publication are the norm in European more evident, the deeper one goes museums, the standard that should into the project. The dominance be expected of all public institutions in of a limited number of European a democracy. If it were the case, this languages – and, in particular, English book would not be necessary. But – often creates an unequal basis for “Lifelong Learning in Museums” is also communication. Even the definition of a statement of hope. Good practice is a “museum” differs from country widespread, and it is growing. to country. David Anderson Director of Learning and Interpretation This handbook is a persuasive Victoria and Albert Museum London statement of the great value of internationalism despite such difficulties. If we are to develop our professional practice, we need a greater diversity of models than our own country alone can supply. By working together, face to face over an extended period of time, we can go beyond superficial perceptions and develop a more profound understanding of the value of both commonality and difference. Through research and publication, perceptions can be challenged and Self test developed. So this handbook is also a Photo: Het Dolhuys Museum, Haarlem statement of the importance of critical 8 Introduction Lifelong Museum within their own country, where they Language and Learning have more detailed knowledge. terminology This handbook grows out of Lifelong Lifelong Museum Learning developed When working in a European Museum Learning (LLML), a two and ran training addressed to context, one of the first difficulties to year project funded by the European museum educators and cultural be encountered has to do with the Commission between October 2004 mediators working with adults. During language, as the same words have and December 2006 within the its lifespan four training courses were different connotations in different framework of the Socrates Grundtvig organised by partner institutions contexts. As some expressions recur programme. European projects are in the project: two test ones, held frequently in this handbook, which collective enterprises which, while in Italy in October 2005 and two might mean different things to different aiming at common goals, take into more, open to wider participation readers, it might be useful to state account and mediate between through the Comenius Grundtvig here the meaning we attach to them. different viewpoints and perspectives catalogue, in Portugal (May 2006) arising from the history, background and in the Netherlands (November • Lifelong learning: learning in which and working practices of the 2006). The subject addressed by we engage throughout individuals and the countries involved, LLML aroused great interest among our lives as well as the learning process which museum professionals throughout • Formal learning: learning that takes place during the project. As a Europe, especially at a time when takes place in a formal education or consequence, the outcomes of such the museum’s role is widening and training setting, normally leading to projects reflect these diversities, and stretching to embrace and support a qualification at the same time try to harmonise lifelong learning, social change, • Non-formal learning: learning that them into one coherent whole. This intercultural dialogue, often involving is structured and organised but handbook is conceived in a way that, new audiences. does not lead to a qualification while drawing from the richness and • Informal learning: learning that variety of experiences that Europe Our intention was that the project occurs through family, social or civic can offer, tries to speak to the reader should not only benefit those who life, not necessarily intentionally with one voice. were able to take part in the training events, but that it should reach as As for the meaning of the word It must be said, however, that, many people as possible, hence the learning, our group adopted the although all contributors work idea of a handbook as part of the definition used by the UK Campaign internationally, the handbook draws project’s dissemination strategy. for Learning, which reads: “Learning mainly on the experiences of partners is a process of active engagement 9 with experience. It is what people do sections will be more relevant than one’s own country and internationally, when they want to make sense of others, depending on individual through continuing professional the world. It may involve an increase situations and needs. In the same way, development and informal networking. in skills, knowledge, understanding, some suggestions for good practice values, feelings, attitudes and capacity will be easier to implement than others. We welcome readers’ views on this to reflect. Effective learning leads to handbook, as well as on future sector change, development and the desire This publication assumes that readers training needs. Contacts can be made to learn more.” would like to see equal opportunities to the leading partner or to any of the placed at

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