The salience of liminal spaces of learning: assembling affects, bodies and objects at the museum

Mulcahy, Dianne

doi:10.5194/gh-72-109-2017

Cited by 9 publications

(7 citation statements)

References 31 publications

(14 reference statements)

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“…Over time, and with Sandra sharing the experiences and co-reflecting on the learning with her, Riley became more comfortable and began to see the risk inherent in the work not only as beneficial, but professionally and personally evolutionary. In that sense, the makerspace served “to ‘jump start’ Riley as learner out of a comfortable state of mind and into a state of (productive) uncertainty” (Mulcahy, 2017, p. 116), leading to possibilities for transformation.…”

Section: Discussionmentioning

confidence: 99%

“…the structure and ontological essence of the makerspace as artifact, allowed Riley to consider a new frame based on personal inquiry. In this case, we suggest that when designing activities for the makerspace while adhering to its “substance and organization,” Riley demonstrated that “the learner and the space itself can be an active agent of change” (Mulcahy, 2017, p. 111).…”

Section: Year 1: Engaging In Design Discourses In the Makerspacementioning

confidence: 99%

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Exploring design discourses and liminality as features of professional learning in an elementary makerspace

Becker

Jacobsen

2022

ILS

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Purpose Using Johansson-Sköldberg et al.’s (2013) descriptions of design discourses, this study aims to analyze teacher interviews, research notes and teacher and student artifacts to determine if engagement in design practices led to changes in the teacher’s thinking. Design/methodology/approach This article presents results from a year-long study that explored how a teacher enacted design discourses to engage in curriculum learning within an elementary school makerspace. The design-based study involved a collaborative partnership where a teacher and researcher co-designed, co-enacted and co-reflected on three cycles of making featuring curriculum studies in science, mathematics and social studies. Findings The authors determined that engagement in all four design discourses led to transformative changes in the teacher’s thinking about herself as a teacher and her students as learners. The evidence suggests the school makerspace can serve as a liminal design space for professional learning, given that implicit in the makerspace is the embodiment of design practices such as problem finding, iteration and reflection. Research limitations/implications Engaging in design discourses in the makerspace can lead teachers to question the frames they hold about teaching and learning. However, teachers need ongoing support in developing discipline knowledge and prioritizing the time required for designing, iterating and reflecting on learning in the makerspace. Practical implications The makerspace provides a liminal space for teachers’ professional learning in that implicit in the makerspace is the embodiment of design practices such as problem finding, iteration and reflection. Originality/value This study is unique, in that it places the importance of teacher learning in the elementary school makerspace on equal footing with student learning, thereby creating a culture of inquiry for all.

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Section: Discussionmentioning

confidence: 99%

Section: Year 1: Engaging In Design Discourses In the Makerspacementioning

confidence: 99%

Exploring design discourses and liminality as features of professional learning in an elementary makerspace

Becker

Jacobsen

2022

ILS

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“…Rehm and Jensen (2015) used GoPro camera footage to assess the level of engagement that children (aged six to twelve years) had with exhibits during a treasure hunt. Mulcahy's (2017) research examining liminal spaces of learning in a Melbourne museum incorporated chest-mounted GoPro footage to capture what children (aged eight to 16) said and saw during the course of a visit. There is very little discussion in these papers as to the utility of GoPro besides that it captures learning 'on the fly' (Mulcahy, 2017) and that it allowed the researcher to assess engagement when data logging was not possible (Rehm and Jensen, 2015).…”

Section: A Review Of the Literature: The Use Of Chest And Head-mountementioning

confidence: 99%

‘My special, my special thing, and my camera!’ Using GoPro™ as a complementary research tool to investigate young children’s museum experiences.

Burbank¹,

McGregor²,

Wild³

2018

Mus. Soc.

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This paper discusses insights derived from a small-scale ethnographic study designed to explore young children's (aged three to six) everyday, lived experiences within a participatory family museum in southern England. Inspired by the childcentred work of Kirk (2014) this paper begins by examining the effectiveness of photo-elicitation interviews in accessing 'snap-shots' of children's perspectives of their museum visits. In the current study this method is complemented by the use of chest-mounted GoPro cameras to provide a first person and more holistic perspective of children's museum visits. 12 children's visits were filmed in total. During three of these, children were also carrying child-friendly digital cameras. As this was part of a larger study the data collection was designed to compare the utility of GoPro technology being used in tandem with both photo and drawingelicitation. In response to these initial findings a photo-map of the museum was created to prompt discussion with the final six participants. Recruitment was purposive and there was no contact with the participants prior to them arriving at the museum. The video captured by the chest-mounted Go-Pro cameras is particularly illuminating when analyzed in the context of the post-visit interview data. Although the photo-elicitation and drawing-elicitation interviews do reveal some important details about the children's experiences and perspectives, the video footage highlights the difficulties with relying on these methods in an everyday museum setting. For example parental involvement in the children's photography is far more pervasive than might be expected, and the degree to which the camera affects the nature of the children's visits is notable. The video also reveals how easy it is to misinterpret children when relying solely on their recollections in an interview situation. This paper finishes with a discussion of the strengths and weaknesses of using Go-Pro technology as a complementary tool in the exploration of young children's museum experiences.

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“…Liminality has recently grown in importance for a number of tourism scholars and the tourism discipline (Andrews & Roberts, 2012;Brooker & Joppe, 2014;Crouch, 2000;Mulcahy, 2017;Preston-Whyte, 2004;Pritchard & Morgan, 2006;Wu, Li, Wood, Senaux, & Dai, 2020). The transitional time and space for the tourist experience is an important one to understand since it has a great impact on the overall encounter and experience.…”

Section: Introductionmentioning

confidence: 99%

Spatial and temporal tourism considerations in liminal landscapes

Bristow

Jenkins

2020

Tourism Geographies

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Anthropogenic geographic studies in tourism should consider the liminality of the experience. Tourism by definition means a temporal and/or spatial movement takes place. How the tourist interacts and behaves during this transitory experience is a logical progression into human leisure behaviour. Several recent international gatherings of geographers provide the foundation to explore liminality in tourism and we build on those papers in this special issue. The papers are varied in geographies, yet have a central theoretical basis in all things liminal. Invited papers in this special issue are founded on the research presented at two international geography conferences in sessions devoted to tourism.

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The salience of liminal spaces of learning: assembling affects, bodies and objects at the museum

Cited by 9 publications

References 31 publications

Exploring design discourses and liminality as features of professional learning in an elementary makerspace

Exploring design discourses and liminality as features of professional learning in an elementary makerspace

‘My special, my special thing, and my camera!’ Using GoPro™ as a complementary research tool to investigate young children’s museum experiences.

Spatial and temporal tourism considerations in liminal landscapes

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