Museum-based Multiliteracies and Learning for 21st Century Skills, a preliminary study

By Stefania Savva.

Published by The International Journal of the Inclusive Museum

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Article: Print $US10.00
Article: Electronic $US5.00

Currently, dramatic changes take place in terms of rapidly emerging modes of communication, technologies, increased cultural diversity, evolving workplaces cultures, new challenges for equitable education and the varying and changing identities of students everywhere. Bearing this in mind, this paper argues the need for museums to respond to global trends by investigating the potential of multiliteracies theory and pedagogy to facilitate learning. Drawing from doctoral research, this paper will address: What sort of pedagogical approach and engagement with multiliteracies would empower museum visiting for learning 21st century skills? Briefly reporting on the role of museums in the 21st century, the core of this paper is to present a conceptual model called “Museum-based Multiliteracies-Dynamic Learning Approach” (MMDLA) where multiliteracies pedagogy plays a central role (New London Group 1996, Cope and Kalantzis 2000). The model presents a pedagogy-driven, research-led, and empirically-based approach. A single case study undertaken in the form of a Museum Learning Project (MLP) with a school group in Cyprus is described to explain implementation practices of the proposed model. Findings indicate that addressing museum-based multiliteracies can be meaningful for learning in museums, and particularly for museum-school relationships, as it recognizes the particular demands of developing learning experiences in museum settings that enable cultural participation (Mathewson-Mitchell 2007, 3).

Keywords: Museum Learning, Pedagogy of Multiliteracies, Museum Based Pedagogy, Model, Diversity, 21st Century Skills

The International Journal of the Inclusive Museum, Volume 6, Issue 2, pp.117-130. Article: Print (Spiral Bound). Article: Electronic (PDF File; 647.471KB).

Stefania Savva

Research Assistant, Department of Multimedia and Graphic Arts, Cyprus University of Technology (CUT), Limassol, Cyprus

Stefania Savva is a PhD candidate in Museum Studies at the University of Leicester in the UK. Following on from her undergraduate B.A studies in Primary Education in Thessaloniki, Greece, she completed an MA in Art, Craft and Design Education in London, UK. Stefania has worked as a generalist primary teacher and as an art teacher in Cyprus, and is currently a Research Assistant at the Networked Technologies and Learning in Art and Design Research Lab at the Cyprus University of Technology for a project that explores the educational uses of iPads in undergraduate art and design studio based courses under the supervision of the Principal Inverstigator Dr Nicos Souleles. Stefania has participated and presented in several international conferences and has four forthcoming peer-reviewed articles in international journals. Her Ph.D research explores the potential of multiliteracies pedagogy for the development of museum educational programmes that nurture students’ inclusion.

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