Multiliteracies and museum education programmes for early childhood
Published:
Sep 24, 2024
Keywords:
Multiliteracies multimodality museum education early childhood Learning by Design
Abstract
Museums constitute an ideal environment for the application of pedagogical approaches that draw on the theoretical framework of multiliteracies due to their ability to combine a variety of semiotic resources of different time periods. The article attempts to approach, on a theoretical and practical level, the application of multiliteracies in the museum as a methodological proposal that can enrich the process of designing museum education programmes, but also encourage evaluation and reflection. The article will first examine the learning models and the range of pedagogical methods and techniques that have been studied and systematized by researchers in terms of the design of museum education programmes, with a focus on early childhood education. The design of museum education programmes developed by students of early childhood education, in which museums and their semiotic resources are variously utilised within and outside the Early Childhood Centre, will then be critically analysed, adopting the pedagogy of multiliteracies and Learning by Design. The aim of the analysis is to highlight the value of multiliteracies as a framework for programme design and analysis, emphasising the potential of this theoretical proposal for a creative approach to the museum world and the use of multidimensional and inclusive ways of constructing meanings.
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Kalesopoulou, D. (2024). Multiliteracies and museum education programmes for early childhood. Hellenic Journal of Research in Education, 13(2), 17–38. https://doi.org/10.12681/hjre.37313
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