Science, technology, and literacy? Assessing the potential for children’s reading and writing in four science centres

ABSTRACT

Museums are literacy-rich environments where visitors may interact with text in a variety of ways. Examining the environment for indicators of literacy learning provides insight into how the museum is meeting its mission as a cultural and educational institution, particularly for museums geared towards children as visitors. The purpose of this study was to evaluate the quality and quantity of literacy indicators present in four family-oriented science and technology centres located in the United States. Findings indicated that centres tended to excel in one area assessed without apparent thought to others when comprehensive consideration of literacy opportunities in the environment could result in increased learning potential. Considering a museum visit in terms of its contribution to young visitors’ literacy acquisition may prompt new ways to imagine museum experiences that result in a more comprehensive educational experience for its patrons.

KEYWORDS:

• Literacy
• informal learning
• science

Disclosure statement

No potential conflict of interest was reported by the author(s).