Designing for diversity

Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Communication

Standard

Designing for diversity. / Diamond, Judy; Achiam, Marianne; Hock, Devra.

Amplifying Informal Science Learning: Rethinking Research, Design, and Engagement. ed. / Judy Diamond; Sherman Rosenfeld. New York, N.Y. : Routledge, 2023. p. 29-35.

Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Communication

Harvard

Diamond, J, Achiam, M & Hock, D 2023, Designing for diversity. in J Diamond & S Rosenfeld (eds), Amplifying Informal Science Learning: Rethinking Research, Design, and Engagement. Routledge, New York, N.Y., pp. 29-35. https://doi.org/10.4324/9781003145387-4

APA

Diamond, J., Achiam, M., & Hock, D. (2023). Designing for diversity. In J. Diamond, & S. Rosenfeld (Eds.), Amplifying Informal Science Learning: Rethinking Research, Design, and Engagement (pp. 29-35). Routledge. https://doi.org/10.4324/9781003145387-4

Vancouver

Diamond J, Achiam M, Hock D. Designing for diversity. In Diamond J, Rosenfeld S, editors, Amplifying Informal Science Learning: Rethinking Research, Design, and Engagement. New York, N.Y.: Routledge. 2023. p. 29-35 https://doi.org/10.4324/9781003145387-4

Author

Diamond, Judy ; Achiam, Marianne ; Hock, Devra. / Designing for diversity. Amplifying Informal Science Learning: Rethinking Research, Design, and Engagement. editor / Judy Diamond ; Sherman Rosenfeld. New York, N.Y. : Routledge, 2023. pp. 29-35

Bibtex

@inbook{9b5712007f38438dadac7d5b019017ca,

title = "Designing for diversity",

abstract = "When we think about designing science learning environments, we attend to what the visitor brings to the encounter, what the designed environment offers, and the diversity of ways creative cognitive activity can happen in the space between them. Recent research, however, has revealed a different picture, suggesting that many exhibits do not offer unbiased and equitable science learning opportunities for visitors. Many natural history museums create their object-rich galleries with the expectation that visitors will conform to a cultural norm of quiet and subdued behavior regardless of whether this may marginalize visitors who express interest and pleasure by active movements and vocalizations. Museums have only begun to explore how to engage their visitors with scientific processes in ways that encourage individual expressions and individual differences. One can imagine that exhibit labels could speak to diverse audiences without implying that there is only one way to view the world. It is time for museum professionals to acknowledge the role that museum exhibits may play to further systemic biases.",

keywords = "Faculty of Science, museum, science, design, exhibition, diversity, inclusion, COMMUNICATION",

author = "Judy Diamond and Marianne Achiam and Devra Hock",

year = "2023",

doi = "10.4324/9781003145387-4",

language = "English",

isbn = "9780367702755",

pages = "29--35",

editor = "Judy Diamond and Sherman Rosenfeld",

booktitle = "Amplifying Informal Science Learning",

publisher = "Routledge",

address = "United Kingdom",

}

RIS

TY - CHAP

T1 - Designing for diversity

AU - Diamond, Judy

AU - Achiam, Marianne

AU - Hock, Devra

PY - 2023

Y1 - 2023

N2 - When we think about designing science learning environments, we attend to what the visitor brings to the encounter, what the designed environment offers, and the diversity of ways creative cognitive activity can happen in the space between them. Recent research, however, has revealed a different picture, suggesting that many exhibits do not offer unbiased and equitable science learning opportunities for visitors. Many natural history museums create their object-rich galleries with the expectation that visitors will conform to a cultural norm of quiet and subdued behavior regardless of whether this may marginalize visitors who express interest and pleasure by active movements and vocalizations. Museums have only begun to explore how to engage their visitors with scientific processes in ways that encourage individual expressions and individual differences. One can imagine that exhibit labels could speak to diverse audiences without implying that there is only one way to view the world. It is time for museum professionals to acknowledge the role that museum exhibits may play to further systemic biases.

AB - When we think about designing science learning environments, we attend to what the visitor brings to the encounter, what the designed environment offers, and the diversity of ways creative cognitive activity can happen in the space between them. Recent research, however, has revealed a different picture, suggesting that many exhibits do not offer unbiased and equitable science learning opportunities for visitors. Many natural history museums create their object-rich galleries with the expectation that visitors will conform to a cultural norm of quiet and subdued behavior regardless of whether this may marginalize visitors who express interest and pleasure by active movements and vocalizations. Museums have only begun to explore how to engage their visitors with scientific processes in ways that encourage individual expressions and individual differences. One can imagine that exhibit labels could speak to diverse audiences without implying that there is only one way to view the world. It is time for museum professionals to acknowledge the role that museum exhibits may play to further systemic biases.

KW - Faculty of Science

KW - museum

KW - science

KW - design

KW - exhibition

KW - diversity

KW - inclusion

KW - COMMUNICATION

U2 - 10.4324/9781003145387-4

DO - 10.4324/9781003145387-4

M3 - Book chapter

SN - 9780367702755

SP - 29

EP - 35

BT - Amplifying Informal Science Learning

A2 - Diamond, Judy

A2 - Rosenfeld, Sherman

PB - Routledge

CY - New York, N.Y.

ER -

ID: 359235986