Michele Lanzinger
MUSE Trento, Italy
21st-century competencies: critical thinking, problem solving, communication, collaboration, creativity and innovative spirit. In this sense, literacy means global awareness, ie civic literacy, environmental literacy, technology and media literacy, fi nancial and economic literacy. Therefore, we need to stop being primarily skilled observers, commentators and documenters, and become active participants in our communities, working with them to understand and solve the world’s problems. Also, we need to support physical and mental activity
“
for older people and policies of social mobility and integration to deal with the impact of an ageing population and ensure a fair society.
Literacy is changing. It’s not just about learning, but about understanding. Science centres need to teach
More than 1,100 delegates attended the 26th Annual Ecsite Conference, with roundtables, workshops and talks featuring 350 speakers
Ken Arnold
Wellcome Collection London, UK
“We can ensure our relevance by bringing in individuals from outside our fi eld, embracing new perspectives and utilising new types of interpretation”
Claire Pillsbury
Exploratorium San Francisco, California I have confl icted
of diluting our mission to “fl avour of the month” by chasing trends and changing just for the sake of change. Human nature doesn’t fundamentally change and storytelling and social interaction don’t go out of style. Social media, for example, is a new and vital vehicle of communication, a new kind of word of mouth, and yet museum visitors still crave human interaction and face-to-face experiences. However, science centres can and should respond to the real world changes our visitors
“ ©CYBERTREK 2015 AM 3 2015
feelings about futurising museums. I am wary
confront, such as the shift in population
demographics and the science of climate change. Furthermore, we don’t need to disrupt or completely discard traditional museum practice. We can ensure our relevance by bringing in individuals from outside our fi eld, embracing new perspectives and utilising new types of interpretation. We should accept the inevitable need to evolve and the equal need to carry forward the best of established practice so that we will incorporate new ideas as a natural response to changing contexts and resources.
sense we are using instruments? Instead of trying to do things with them, be proud to have places where people can come for charged or social experiences (with science as the backdrop). Rather than seeing science centres as ways to change our audience, what if we were just confi dent that something fascinating happens when they visit? Let’s think about quality and value rather than effectiveness. Ask: “Is it any good?” rather than “does it work?”
“
We think our institutions are instruments for doing things in the world, but what if we abandoned the
Maarten Okkersen
Museon The Hague, the Netherlands
continue to converge. Science museums will become more commercial, as cultural entrepreneurs. They should be open, relevant and meaningful, and should not underestimate popular culture. Science museums should help us make sense of all the information that’s available and hold experimental workshops as a starting place for imagination and creativity. They need to link local identity to global trends, connect past, present and future and reconnect culture and science with a focus on social innovation.
“
attractionsmanagement.com 31
Museums, science centres, zoos and other attractions are converging. The virtual and the real will also
“
“
“
“
PHOTOS: ECSITE /MUSE
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104