Abstract:
Current theories of learning focus on the meanings an individual makes based on their experiences-alone, within a social context and as part of a community. A critical aspect in better understanding the process of learning for an individual is to find out how people view themselves as learners across the rich array of both formal and informal learning experiences available to them. As informal learning environments museums are increasingly positioning themselves in the market as places for rich learning experiences. Research has shown that when asked why they visit museums people often say "to learn" but there has been little exploration into what this means to them.
This paper will report on my doctoral study focussing on adult museum visitors' learning identities addressing the following research questions:
• How did adult museum visitors describe learning?
• What role does learning play in their lives?
• How do these relate to their museum experiences?
Other areas examined included the relationship between learning, education and entertainment, as well as how visitors' learning identities developed and changed before, during and after a museum visit. In my paper I will present the findings from my research and discuss the implications for museological practice.
This paper will report on my doctoral study focussing on adult museum visitors' learning identities addressing the following research questions:
• How did adult museum visitors describe learning?
• What role does learning play in their lives?
• How do these relate to their museum experiences?
Other areas examined included the relationship between learning, education and entertainment, as well as how visitors' learning identities developed and changed before, during and after a museum visit. In my paper I will present the findings from my research and discuss the implications for museological practice.