Ladders of participation, social media and museums

Ladders of participation, social media and museums

Dr Lynda Kelly, Australian Museum, Sydney

17 September 2008

•Green and Hannon (2007)•Digital pioneers•Creative producers•Everyday communicators•Information gatherers

Classifying on-line participants

Australian data (n=2,006)

• 43% watch a video• 34% use social networking site• 32% participate in discussion

board/forum• 37% read customer ratings/review• 27% read blogs• 19% tag web pages• 16% listen to podcasts• 15% use a wiki• 15% post ratings/reviews• 13% comment on blogs• 12% upload video/audio created• 10% publish own web page• 8% publish/maintain a blog• 8% use RSS feeds

Museum/gallery visitors (n=829)• 46% watch a video• 36% use social networking site• 39% participate in discussion

board/forum• 48% read customer ratings/review• 34% read blogs• 27% tag web pages• 23% listen to podcasts• 20% use a wiki• 21% post ratings/reviews• 18% comment on blogs• 15% upload video/audio created• 13% publish own web pages• 9% publish/maintain a blog• 11% use RSS feeds

•Five focus groups:•unpack Forrester and Australian Museum data in more detail

•Recruitment based on Forrester categories

•Did not find Collectors or Critics:•found Commentators

On-line users aged 18-30

•Internet used as utility to get things done faster – pay bills, movies, etc

•Don’t spend much time online

•One-dimensional relationship with internet

•Lack of trust and experience

•Wouldn’t miss the Internet, just less convenience

Spectators

•Two-dimensional give & take relationship with internet:

•although quite shallow

•Motivation is for socialising, with strong payoffs

•Can be addictive

•This form of socialising cannot be replaced off-line

Joiners

•Two-dimensional relationship with internet:

•give and take

•deliberate (interest areas) & spontaneous (provocation)

•A fuel for their passions

•Comfortable with debate

•[Museum visitors’ exhibit commentating behaviour]

Commentators

•Two-dimensional relationship with internet

•Used as personal development tool

•Passionate people

•Recognise knowledge = power

•Value importance of being published

Creators

•Learning through social media a core activity

•E-kids’ college:•Coalition of Knowledge Building Schools•24 students across NSW•one-day workshop•each interviewed 10 peers prior

Students aged 12-18

“I enjoy using computers and digital technologies to learn because there are so many possibilities and it is a lot more interesting than a pen and paper. But technology can be tricky and break down very easily and it isn’t always reliable. But with technology almost anything can happen.”

“I don’t really see how you can use things like MySpace, YouTube etc. Most people would not even consider watching a video from the Museum. I think the best thing to do would be to keep the Museum Web site always up to date and accurate. Make sure it comes up the top of search engines, with actual paging. People never click on the sponsored links.”

Museum 3.0

•Wider participation

•Authentic learning and engagement

•Relevant, real and authentic experiences

•Conversation, collaboration, co-creation

•Experiment and learn

•Bring together the physical and virtual

Ladders of participation networks of participation

http://audience-research.wikispaces.com

http://amarclk.blogspot.com

http://museum30.ning.com