Beyond the classroom: Museum visits and resources

Blunden, J; Fitzgerald, P

Beyond the classroom: Museum visits and resources

Blunden, J

Fitzgerald, P

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Publisher:: Routledge
Publication Type:: Chapter
Citation:: Multimodality across Classrooms: Learning about and through Different Modalities, 2019, 1st Edition, pp. 194 - 206
Issue Date:: 2019

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Field	Value	Language
dc.contributor.author	Blunden, J https://orcid.org/0000-0002-9293-6636	en_US
dc.contributor.author	Fitzgerald, P	en_US
dc.date.issued	2019	en_US
dc.identifier.citation	Multimodality across Classrooms: Learning about and through Different Modalities, 2019, 1st Edition, pp. 194 - 206	en_US
dc.identifier.isbn	9780203701072	en_US
dc.identifier.uri	http://hdl.handle.net/10453/131592
dc.description.abstract	Museums are perhaps the ultimate multimodal classroom, where students have the opportunity to engage through multiple modes with authentic and/or original objects, records, artworks and other content related to their studies. Museums are also notoriously enthusiastic adopters of the latest technologies, from audios and apps to virtual and augmented reality. For many students and teachers, museum visits can offer unprecedented opportunities to learn about and through different modalities. This chapter provides a brief overview of the research into student learning in museums, and of multimodal research concerning museums, as informed by a Systemic Functional framework. In doing so, it argues that, while museum programmes are overwhelmingly seen as worthwhile, enjoyable and memorable experiences by both teachers and students, the experiences themselves remain somewhat of a black box, highlighting a productive and valuable space for future research.	en_US
dc.publisher	Routledge	en_US
dc.relation.ispartof	Multimodality across Classrooms: Learning about and through Different Modalities	en_US
dc.relation.isbasedon	10.4324/9780203701072	en_US
dc.title	Beyond the classroom: Museum visits and resources	en_US
dc.type	Chapter
utslib.location	New York	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.citation.edition	1st Edition	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.edition	1st Edition	en_US
pubs.place-of-publication	New York	en_US
pubs.publication-status	Published	en_US

Abstract:

Museums are perhaps the ultimate multimodal classroom, where students have the opportunity to engage through multiple modes with authentic and/or original objects, records, artworks and other content related to their studies. Museums are also notoriously enthusiastic adopters of the latest technologies, from audios and apps to virtual and augmented reality. For many students and teachers, museum visits can offer unprecedented opportunities to learn about and through different modalities. This chapter provides a brief overview of the research into student learning in museums, and of multimodal research concerning museums, as informed by a Systemic Functional framework. In doing so, it argues that, while museum programmes are overwhelmingly seen as worthwhile, enjoyable and memorable experiences by both teachers and students, the experiences themselves remain somewhat of a black box, highlighting a productive and valuable space for future research.

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http://hdl.handle.net/10453/131592