Museum Literacies and Adolescents Using Multiple Forms of Texts "On Their Own"

Autor/in	Eakle, A. Jonathan
Titel	Museum Literacies and Adolescents Using Multiple Forms of Texts "On Their Own"
Quelle	In: Journal of Adolescent & Adult Literacy, 53 (2009) 3, S.204-214 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1598/JAAL.53.3.2
Schlagwörter	Adolescents; Museums; Learning Modalities; Internet; Inquiry; Learning Strategies; Cognitive Style; Educational Facilities; Exhibits; Field Trips; Supplementary Education; Qualitative Research; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Museum; Museumswesen; Museen; Lernumgebung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognitive styles; Kognitiver Stil; Bildungsstätte; Exkursion; Ergänzungsunterricht; Qualitative Forschung; Unterrichtserfolg
Abstract	In this article, museum literacies are examined. Data collected during a qualitative study of adolescents in out-of-school and in-school groups in a museum demonstrate how participants used museum literacies. Resources for teachers' uses of museum literacies are described and provided, including museum podcasts, virtual museum Internet sites, and guiding questions for critical thinking using museum texts, broadly defined to include reading and using images, printed texts, other objects, and spaces. Findings show how adolescents used museum texts and spaces for pleasure and connected to and used museum spaces and objects for their own purposes. The findings also provide educators with possibilities for enhancing adolescent literacies through virtual and actual museum visits. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10