Digital Engagement, Diversity and Access in Museum Education

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Campo DC	Valore
dc.identifier	ECF_chapter_6090
dc.contributor.author	Corsato Carlo
dc.contributor.author	Devine Kate
dc.title	Digital Engagement, Diversity and Access in Museum Education
dc.type	Capitolo
dc.language.iso	en
dc.description.abstract	In the wake of 2020’s Coronavirus pandemic, museums and galleries across the world were forced to close and many of these institutions turned to programming activities online rather than onsite. This paper explores that move from the physical to the digital realm through two case studies within the Learning and National Programmes department at The National Gallery in London. It addresses the obstacles and benefits of online working with two very different audiences, young people in education and a community group of people living with mental health difficulties. The paper seeks to elaborate on the specific challenges of working with these audiences and contribute to the development of best practice in the field.
dc.relation.ispartof	Filologie medievali e moderne
dc.relation.ispartof	Serie occidentale
dc.publisher	Edizioni Ca’ Foscari - Digital Publishing, Fondazione Università Ca’ Foscari
dc.issued	2021-09-06
dc.dateAccepted	2021-06-13
dc.dateSubmitted	2021-04-01
dc.identifier.uri	http://edizionicafoscari.it/it/edizioni4/libri/978-88-6969-543-8/digital-engagement-diversity-and-access-in-museum/
dc.identifier.doi	10.30687/978-88-6969-542-1/005
dc.identifier.issn	2610-945X
dc.identifier.eissn	2610-9441
dc.identifier.isbn	978-88-6969-543-8
dc.identifier.eisbn	978-88-6969-542-1
dc.rights	Creative Commons Attribution 4.0 International Public License
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
item.fulltext	with fulltext
item.grantfulltext	open
dc.peer-review	yes
dc.subject	Communities
dc.subject	Communities
dc.subject	Digital
dc.subject	Digital
dc.subject	Diversity
dc.subject	Diversity
dc.subject	Entertainment
dc.subject	Entertainment
dc.subject	Inclusion
dc.subject	Inclusion
dc.subject	Learning
dc.subject	Learning
dc.subject	Mental health
dc.subject	Mental health
dc.subject	Museums
dc.subject	Museums
dc.subject	Public engagement
dc.subject	Public engagement
dc.subject	Wellbeing
dc.subject	Wellbeing
dc.subject	Young people
dc.subject	Young people

Capitolo
open access peer reviewed

Digital Engagement, Diversity and Access in Museum Education

Carlo Corsato The National Gallery, London

Kate Devine The National Gallery, London

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abstract

In the wake of 2020’s Coronavirus pandemic, museums and galleries across the world were forced to close and many of these institutions turned to programming activities online rather than onsite. This paper explores that move from the physical to the digital realm through two case studies within the Learning and National Programmes department at The National Gallery in London. It addresses the obstacles and benefits of online working with two very different audiences, young people in education and a community group of people living with mental health difficulties. The paper seeks to elaborate on the specific challenges of working with these audiences and contribute to the development of best practice in the field.

Pubblicato

06 Settembre 2021

Accettato

13 Giugno 2021

Presentato

01 Aprile 2021

Lingua

ISBN (PRINT)

978-88-6969-543-8

ISBN (EBOOK)

978-88-6969-542-1

Keywords: Inclusion • Entertainment • Young people • Mental health • Museums • Digital • Learning • Diversity • Public engagement • Communities • Wellbeing

permalink: http://doi.org/10.30687/978-88-6969-542-1/005

Copyright: © 2021 Carlo Corsato, Kate Devine. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.

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