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ABSTRACT
An important aspect of museum education is the pedagogical approach which is used to introduce students to diverse objects, artifacts and specimens in a particular museum or collection. This article explores Object-Based Learning as a mode of teaching which inextricably links objects, learning outcomes and literate practices.
Disclosure statement
No potential conflict of interest was reported by the author.
About the author
Amanda Maree Burritt is a lecturer in the Graduate School of Education at the University of Melbourne. After extensive experience in secondary teaching, she held the position of Senior Education Officer at the National Gallery of Victoria and Curator of Academic Programs at the Potter Museum of Art at the University of Melbourne. Her PhD in History was completed in the School of Philosophical, Historical and International Studies at Monash University. Her particular research interests are in cultural history, literacy and pedagogy.
Notes
1 Dewey, Experience and Education, 89.
2 Ibid., 23.
3 Ibid., 27.
4 Oliver, A History of Ancient Britain, 188–9.
5 Ibid., 190.
6 New London Group, “A Pedagogy of Multiliteracies,” 83.
7 Bain and Ellenbogen, “Placing Objects,” 159.
8 Ibid., 159.
9 Freebody and Luke, “Literacy as Engaging with New Forms,” 56, 57.
10 Adapted from Love, Baker, and Quinn, Literacy Across the School Subjects.
11 Zero, Harvard Graduate School of Education.
12 Visible Thinking Strategies, Home Page.
13 “The Three Principles.”
14 Green and Beavis, Literacy in 3D, 4.
15 Ibid., 4.
16 Ibid., 5.
17 Ibid.
18 Ibid.
19 Soanes and Stevenson, Concise Oxford Dictionary, 349.
20 Green and Beavis, Literacy in 3D, 6.
21 Ibid., 7.
22 Ibid., 31.