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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