Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6356
Title: Reframing Playful Participation in Museums: Identity, Collaboration, Inclusion, and Joy
Authors: Berland, Matthew
de Royston, Maxine McKinney
Lyons, Leilah
Kumar, Vishesh
Hansen, Derek
Hooper, Paula
Lindgren, Robb
Planey, James
Quigley, Kathryn
Thompson, Wren
Beheshti, Elham
Uzzo, Stephen
Hladik, Stephanie
Ozacar, Basak Helvaci
Shanahan, Marie-Claire
Sengupta, Pratim
Ahn, June
Bonsignore, elizabeth
Kraus, Kari
Kaczmarek-Frew, Kathryn
Booker, Angela
Keywords: Design
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Berland, M., de Royston, M. M., Lyons, L., Kumar, V., Hansen, D., Hooper, P., Lindgren, R., Planey, J., Quigley, K., Thompson, W., Beheshti, E., Uzzo, S., Hladik, S., Ozacar, B. H., Shanahan, M., Sengupta, P., Ahn, J., Bonsignore, e., Kraus, K., Kaczmarek-Frew, K., & Booker, A. (2020). Reframing Playful Participation in Museums: Identity, Collaboration, Inclusion, and Joy. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3 (pp. 1503-1510). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: The design of learning environments, such as museums, should match the expansiveness with which we think about the diversity of human learning. In contrast to schools or school-adjacent spaces, museum spaces are often designed to elicit various forms of learning–including affective, embodied, cultural forms–through a variety of pathways for participation from the individuated to the collaborative. However, these design intentions around learning and participation are not always legible to a racially, culturally, and linguistically diverse group of visitors, many of whom may only visit the museum as part of a school or “formal” educational activity or on limited occasions. This runs up against the design imperatives of museums that often foreground experiences which assume visitors know or feel welcome to engage in the supported forms of participation – including traditional modes of science inquiry and/or collaboration. More recently, there has been a move across museum studies, educational research, and the learning sciences to include the kinds of experiences that many learners find more inclusive of a broader range of prior knowledges and ways of knowing and doing: including games, toys, play, and theatre. In this symposium, we will explore different ways that recent research has been reframing museum experiences towards a more inclusive focus that scaffolds complex learning, joy, and play and may have implications for learning and identity. As such, we bring together scholars who are exploring new ways to design for, study, and engage museum visitors to respect different ways of knowing, different perspectives, and different backgrounds.
URI: https://doi.dx.org/10.22318/icls2020.1503
https://repository.isls.org//handle/1/6356
Appears in Collections:ICLS 2020

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