Abstract
The purpose of the study is to gain a comprehensive picture of developing learning resources on museum websites for students and school teaching. The research argues that the production of online learning resources is an intricate and dynamic process. For example, it is expected that curators with expertise in collections and subject matters should be team members with those who specialise in digital production. To negotiate different needs, this collaborative working process is complex rather than linear. This study employs Actor-Network Theory (ANT) to unveil the agency of these actors and their evolving interactions, highlighting the role they play in shaping the nature, quality, and effectiveness of online learning resources. Developed primarily by sociologists Bruno Latour and Michel Callon, ANT is a theoretical framework and approach to understanding the dynamics of complex systems and networks. Under the theoretical lens, the research is able to trace the diverse elements that include animate factors (educators, content creators, museum staff, etc.,) and inanimate factors (websites, digital tools, content management systems, etc.,). The two cases which are Kettle Yard of the University of Cambridge, and the Leeds Museum and Gallery in the United Kingdom are chosen to reveal the secrets behind the development of the learning resources.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2024 Special Focus—Intersectionality: Museums, Inclusion, and SDGs
KEYWORDS
Online Learning Resources, Museum, Case Study, Actor-Network Theory
