Digital media and technology have become culturally and economically powerful parts of contemporary middle-class American childhoods. Immersed in various forms of digital media as well as mobile and Web-based technologies, young people today appear to develop knowledge and skills through participation in media. This MacArthur Report examines the ways in which afterschool programs, libraries, and museums use digital media to support extracurricular learning. It investigates how these three varieties of youth-serving organizations have incorporated technological infrastructure and digital
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TEAM MEMBERS:
Joan Ganz Cooney CenterBecky Herr-StephensonDiana RhotenDan PerkelChristo Sims
This report presents findings from a joint study carried out by the Museum of Science, Boston Research and Evaluation Department (MOS) and Art Beyond Sight (ABS, formerly Art Education for the Blind) with museum visitors who are blind or have low vision. The purpose of this study was to gather information that can inform the development of pilot museum programs that meet the needs and interests of visitors who are blind or have low vision and to provide professional development for museum professionals. Focus groups were used as the primary data collection method, as they enable idea sharing
On June 20-22, 2008, the Philadelphia/Camden Informal Science Education Collaborative (PISEC) conducted the Bridges Conference for museum/community partnership programs that serve families. The conference was funded by a National Science Foundation (NSF) grant (DRL# 0734835), which covered planning, implementation, evaluation and dissemination. The Bridges Conference was designed to bring together professionals involved with long-term museum/community relationships, and to offer opportunities to share and develop new strategies to (1) address practical issues inherent in funding, developing
The following are interviews with people whose long-term involvement with the PISEC program has been life-changing. Most started as participants, with or without friends and family, and over time became PISEC leaders. Most of those profiled here are parents. Because PISEC programs are geared to families, these parents brought their children to events starting at a very young age. As their children grew up in PISEC, they too, became involved with the program. In some cases, children took on leadership roles of their own; in other cases, children’s interest in science activities and studies grew
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TEAM MEMBERS:
Philadelphia-Camden Informal Science Education Collaborative (PISEC)Minda BorunBarbara Martin KellyLisa Jo Rudy