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Digital cultural heritage knowledge in school educationInés Matres, History and cultural heritage programme
Atomium by Cayetano, flickr.com/photos/cayetano/251162329/
Lukio classroom by Inés Matres
Research
questions
How do teachers manage to integrate both heritage and digital literacy in their teaching?
How do the digital tools and resources available to students allow them to express themselves?
How do cultural institutions consider and integrate the needs and activities of schools in their own practice?
Methods
interviews
questionnaires
focus groups
class observation
Analysis Situational analysis, Adele Clarke, 2005 Attempts to provide a less fragmented
representation of the inquired situation Studying „the action“, includes different
narrative, visual and historical discourses Participants are data sources who can address
important facets of the analysis The researcher constructs 3 maps of the
situation: Situational map, Social world / arenas, Positional map
Inquired situationWhat if Goliath asked David for help...
David och Goliath. Användning. 1889, Nordiska museet, http://digitaltmuseum.se/011023641240
The national library of Finland opens copyrighted material to facilitate non-traditional research situations... to expand knowledge about these
materials, to build models for similar use, to learn how to make the materials
and use more interesting.
National library
Newspaperpublishers
Copyright law
Digitisation
School syllabus
Teachers Students
Attitudes
Researcher
Activities/
practiceCultural heritage
Research
Historicalnewspapers
Modes of
presenta-tion
User/business models
Needs/suggestions
Situationalmap
Classroom
Digital learning is something you do in the internet, probably, or using some technical device [...] the teacher has prepared something for them beforehand, in the net, [...]. My teaching relies much more on conversation, interacting. For example when we do analyses from novels or poems, I want to hear what they think, what is their interpretation. I do not necessarily want to read their analysis, I want to discuss.
[About digital resources] I do not see it as a bad thing. For example pedanet or the archives of the newspapers, they help me a lot, because there are interesting materials, we use them as raw material
[About cultural heritage] it's something like suomenkieli kirjalisuus ja identiteeti, the word identity, we have to discuss, and I want them to learn something about what is it to be Finnish in this modern context, and what was it back then, in the 19th century
This course language and identity, does come from the curriculum. [About the topic: Karelianism] I thought that it would be useful for them, because next year is their last year as pupils, they have the matriculation examination (YTL) [...] there is at least one picture analysis. I always say, ‘if you have learned something, for example picture analysis in art so use it, please'.
Social worldTeacher
Use model‘browser’
Activities / practice‘curator‘
Teacher
Reads up on current news preparing for class, collects articles to bring to class to read and discussPrepares the setting of the course, limits sources / methods, students choose their materials / research assignments
Has some knowledge of the material but has no time to search for relevant materialsSporadically uses it, has done some family research on spare timeSuggests students to use it as source material, materials can be used as information or inspirational source
Position analysis
ines.matres[at]helsinki.filearningstories.wordpress.co
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