Abstract
This chapter presents an instructional approach for undertaking museum–school partnerships in the twenty-first century in response to the increasingly multimodally mediated world we are living in. Employing a Design-Based Research (DBR) approach, this chapter describes the design, implementation and evaluation of a museum–school partnership that unfolded in 13 weeks for the design of a student-generated virtual museum to support STEM curriculum for K-12 primary education in the island of Cyprus. Findings from a combination of qualitative and quantitative methods of data collection, indicate that the museum–school partnership unfolded as an emergent multiliteracy practice. Students engaged in the learning process as active designers and multimodal learners; in such a process, they enacted repertoires of digital literacy that reflected critical thinking competencies and higher order thinking.
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Notes
- 1.
The act of creating an exhibit is parallel to the act of producing knowledge.
- 2.
An interesting project is the “Museum Literacy Project” in 2008–2010 involving nine different museums, administrations, and training institutions based in five European countries, supported by the EU programme Lifelong Learning—Grundtvig Learning Partnerships 2008. The project focus was on museums and audiences with low schooling levels, and how museum literacy can be reached and maximize the museum experience for these audiences.
- 3.
Pseudonyms are used for all students mentioned in this research.
- 4.
Scaffolding (Bruner, 1975, 1983, 1986) is a metaphorical concept for an instructional approach which posits that teachers (as apprentices) accommodate students’ individual needs through “the systematic sequencing of prompted content, materials, tasks, and teacher and peer support to optimize learning.” (Dickson, Chard, and Simmons, 1993, p. 12).
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Acknowledgments
The researcher would like to thank all voluntary parties involved in this research, museum staff, educators, teachers, and students without whom the completion would not be possible. Special thanks to Dr. Viv Golding, now Emeritus Associate Professor from the School of Museum Studies at University of Leicester, for the supervision and continuous guidance throughout this doctoral investigation.
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Savva, S. (2019). Emergent Digital Multiliteracy Practices at the Core of a Museum–School Partnership. In: Cerratto Pargman, T., Jahnke, I. (eds) Emergent Practices and Material Conditions in Learning and Teaching with Technologies. Springer, Cham. https://doi.org/10.1007/978-3-030-10764-2_12
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