Digital Transformation of Museum Conservation Practices

Abstract

Museums offer education and enjoyment to the public through exhibitions and public programs, but what happens behind the museums can be a mystery. Thus, this study uses the visit to conservation laboratories as a behind-the-scenes tour to illustrate the conservation practices at public museums in Hong Kong and thus potential digital transformation. The value chain analysis was used to systematically exanime the environment and operations of the conservation process in depth, focusing on museum education and extension activities. Lacking human resources, safety, and access constraints often limited the capacity to offer such tours. Some suggestions on digital transformation using contemporary information and communication technologies (ICTs) were proposed for engagement improvement and expanding the audience. Scant studies research how such conservation tours facilitate learning and engagement with visitors or analyze museum operations with value-chain analysis for digital transformation, especially in East Asia.

Editorial: Advances in information and knowledge management

“…Moreover, the pandemic has accelerated service transformation (Chan and Chiu, 2022; Cheng et al ., 2022; Chin and Chiu, 2023; Hsu and Lin, 2021; Khan and Ayesha, 2022; Kelner et al ., 2022; Li et al ., 2023a, b, c; Lin et al ., 2022; Lo et al ., 2020; Noh, 2022; Nwagwu and Matobako, 2022; Okunlaya et al ., 2022; Tsang and Chiu, 2022; Tse et al ., 2022; Yao et al ., 2023; Wong and Chiu, 2023a; Wu et al ., 2022a, b, 2023; Xue et al ., 2023), leading to various recent advancements in information and knowledge management. In this issue, we present 12 papers that research various contemporary issues related to information and knowledge management.…”

Editorial: Special selections on contemporary social media and social network research

“…Coronavirus disease 2019 (COVID-19) has seriously affected many cultural organizations, including educational institutions, libraries and museums (Fasae et al , 2021; Huang et al , 2021, 2022; 2023; Guo et al , 2021; Meng et al , 2023; Yu et al , 2023), though we are now ready for reopening (Abbass et al , 2022; Suh and Alhaery, 2022; Kumar et al , 2021). Wide-spread and high-quality online information services have provided alternative sources during the lockdown (Ding et al , 2021; Hsieh et al , 2023; Lo and Chiu, 2015; Lo et al , 2015, 2017; Suen et al , 2020; Dong et al , 2021; Sun et al , 2022; Wang et al , 2016; Wong and Chiu, 2023; Fan and Liu, 2022; Zuo et al , 2023; Cheng et al , 2022; Cheng, 2022; Wang et al , 2022; Wong et al , 2023) and people have further changed their information and learning habits to digital, particularly for the newer generation (Chan et al , 2022; Chan et al , 2020; Dai and Chiu, 2023; Guo et al , 2022; Shahzad and Khan, 2022; Soroya and Faiola, 2023; Sung and Chiu, 2022; Yi and Chiu, 2023; Wai et al , 2018; Wong and Chiu, 2023; Yu et al , 2022; Zhang et al , 2021). Moreover, the pandemic has accelerated service transformation (Chan et al , 2022; Cheng et al , 2022; Chin and Chiu, 2023; Khan and Ayesha, 2022; Khan et al , 2022; Li et al , 2023; Li et al , 2023; Lin et al , 2022; Lo et al ., 2020; Noh, 2022; Nwagwu and Matobako, 2022; Tseng and Chiu, 2022; Tse et al , 2022; Yao et al , 2023; Wong and Chiu, 2023; Wu et al , 2022b, 2023; Xue et al , 2023), especially supported by ubiquitous mobile Internet services, social media, apps and devices (Dukic et al , 2015; Ezeamuzie et al , 2022; Fan et al , 2020; Fung et al , 2016; Gong et al , 2017; Hui et al , 2023;…”

Editorial: Special selection on advances in learning technologies

“…Moreover, the pandemic has accelerated service transformation (Chan and Chiu, 2022; Cheng et al , 2023; Chin and Chiu, 2023; Hsu and Lin, 2021; Khan and Ayesha, 2022; Kelner et al , 2022; Li et al ., 2023a, b; Lin et al , 2022; Lo et al , 2020; Noh, 2022; Nwagwu and Matobako, 2022; Okunlaya et al , 2022; Tsang and Chiu, 2022; Tse et al , 2022; Yao et al , 2023; Wong and Chiu, 2023a; Wu et al , 2022a, b, c, 2023; Xue et al , 2023), leading to recent advancements in learning technologies. In this issue, Shang and Du (2023) identified with interpretive structural modeling and cross-impact matrix multiplication 50 factors that potentially affect the quality of online courses, together with the hierarchical relationships and dependent correlations between the factors.…”