During this past year, there were a lot of webinars produced for professional development programs especially in the museum field. This is not the first time webinars have been developed and utilized but participation in them increased during this global health crisis. Since I write about the services museums could learn about and see how they could help them, I thought I would write about another one called Cisco. Also known as Cisco Systems, Inc., Cisco is an American multinational technology conglomerate headquartered in San Jose, California that develops, manufactures, and sells networking hardware, software, telecommunications equipment and other high-technology services and products.
I chose to focus more on one of their services not only because they are so many, but I thought I should focus on ones that can be helpful for education programs in museums and classrooms since one of my focuses for this blog is on education. One of the services they offer include webinar set ups called Webex.
Webex has the following features: calling, messaging, meetings, and connecting in Webex. With the Calling in Webex feature, users can enable it to get enterprise-calling features on features on desktop and mobile devices. In the Messaging in Webex feature, individuals are able to use text messaging with built-in enhanced features, such as custom presence status and custom filters, for one-on-one and group messaging. In the Meetings in Webex feature, users are able to meet securely with integrated video, audio, and content sharing on any device; it also has features such as noise removal and speech enhancement, live transcripts, and translations with Webex Assistant, to automate meeting tasks and enhance relationships. Then in the Connecting with Webex feature, users that utilize Webex realize they are able integrate with third-party apps right your existing workflows to streamline the workday. The benefits of using Webex are:
Built-in security: Strong encryption, compliance, and control inside and outside of your organization.
Easily deploy and manage: Intuitive, with easy provisioning, control, and management of your Webex services.
Made to fit: From classroom to boardroom, to the front line, Webex is customized for your environment and workstyles.
Powered by Webex: Built on the industry-trusted global Webex platform.
Cisco also promotes services that would help educators provide hybrid learning opportunities for their students.
They provide a number of hybrid learning solutions they offer to help increase student and faculty engagement, educate anywhere at any time, and provide flexible learning experiences. The hybrid learning solutions they offer are hybrid learning spaces, secure distance learning, and faculty professional development. According to the site, Cisco’s hybrid learning spaces offers to expand teaching and learning and across physical and virtual environments; they went into detail on pages for hybrid learning solutions, Cisco Webex, Webex Education Connector, and Cisco Webex Board.
Cisco shares detailed information about what they offer on their virtual platforms. I recommend taking a closer look for yourselves to see what may be appropriate for your educational interactive experiences in virtual and hybrid classrooms as well as museums. To find out more about Cisco, check out the links below.
When I was in college, I made my first visit to Old Sturbridge Village located in Sturbridge, Massachusetts. Old Sturbridge Village, which invites each visitor to find meaning, pleasure, relevance, and inspiration through the exploration of history, is the largest outdoor history museum in the Northeast that depicts a rural New England town of the 1830s. There are more than 40 original buildings, including homes, meetinghouses, a district school, country store, bank, working farm, three water-powered mills, and trade shops, which are situated on more than 200 scenic acres. The buildings were moved to the area between the late 1940s and early 1970s. Inside the Village, there are authentically costumed historians and farm animals to talk with and interact with on a regular visit or during various programs they offer.
As a member and treasurer of the historical society club, other members and I visited a number of times including during the Christmas by Candlelight program. I remember traveling to the Village while it was dark out to walk through, visit the buildings decorated in holiday decorations, and seeing the display of gingerbread houses for a gingerbread house contest. I also visited Old Sturbridge Village a few times after I graduated.
It has been a while since I last visited Old Sturbridge Village, and I decided to make another visit since I thought I would see how much has changed. This time it will be a virtual visit. Recently, Old Sturbridge Village designed and released the link to a virtual experience called 3D Tours as part of Virtual Village from Old Sturbridge Village. The Virtual Village from Old Sturbridge Village offers content created by the interpreters and farmers for Old Sturbridge Village’s Facebook and Instagram accounts. Interpreters share fun facts, activities, recipes, and more, while the farmers shared updates with photos and videos of the animals. The Village also released more content within their 3D tours.
According to the website, 3D Tours are supported in part by a grant from the Webster Cultural Council, a local agency that is supported by the Mass Cultural Council, a state agency. At the time I made this visit, the following buildings were available in the virtual tour: the Asa Knight Store, the District School, the Pottery Shop, the Freeman Farm, the Sawmill, the Printing Office, and the Fenno House. To learn more about these buildings, they include brief histories of the buildings that include when and where they were built, when they moved to Old Sturbridge Village, and what they were used for. Also, the tours allow virtual visitors to get up close to artifacts that are usually behind barriers such as the catalog in the Asa Knight Store and the pottery on the shelves of the Pottery Shop. There are pins throughout the tours to look closer or learn new information, and new videos with some of the Village’s knowledgeable costumed historians to bring the spaces to life.
While I was experiencing the virtual tours, there were many observations I made at each place. The first building I visited was the Asa Knight Store where I was able to go behind the counters to see numerous items that the store sold on shelves, in drawers, and underneath the counter; there were a few pins that described the items in the store including information on textiles. When I visited Old Sturbridge Village in the past, I spent most of my time in the front of the store since there is so much to see and so little time to see it all in at each visit I made, and on this virtual trip I was able to spend more time in the store and learn more about the store. For example, I saw a china and ceramics crate that had plates inside it in a room where hats were being made and in the next room there are a number of items including Prussian Blue pigments they sold, and the pigments were used to make paint. The next place I went into was the District School.
I do not remember going inside the District School during the last time I visited Old Sturbridge Village, so I decided to check it out. The focus of the building was to share information and ask visitors about the classroom in the 1830s versus today. My visit reminded me of my experience teaching students about the one-room schoolhouses at Noah Webster House and the Long Island Museum. Inside the classroom, the staff provided information about the Blue Back Speller used by students to learn how to read and it was written by Noah Webster. I used a reproduction of the Blue Back Speller as a museum educator while teaching about schoolhouses to share with students who visited Noah Webster House. I then moved on to the Pottery Shop & Kiln. Inside the Pottery Shop, there is a video on making pottery the staff shared and I noticed a clay cellar among the numerous pottery and glazes.
Then I went to explore the Freeman Farm and the Sawmill. Inside the house of the Freeman Farm, there is a video that describes what farm life was like in the 1830s located in the kitchen; also, there was information about dinner, food preservation, farm animals, dairying and the buttery, garden, and the root cellar. While I was exploring, I tried to explore a little more of the grounds but was limited to only the house and around the house. I would have loved to see more of the other buildings on the farm including the barn. When I was at the Sawmill, I saw the video on the saw and how it works and was able to see it up close behind the barriers. They also included a Woodland Walk booklet pdf which had information about New England trees and there was also information in another pin about the New England Landscape.
The final two places I visited were the Printing Office and the Fenno House. In the Printing Office, I was able to go behind the barrier to see the printing press up close where there are pins revealing information on how the machine was operated and how they were trained to operate it. Also, a video is shared to explain what it is like to work in the printing office. Inside the Fenno House, half of the house is set up as a historic house and the other half has exhibits. On the first floor, there was the kitchen and an exhibit with the spinning wheel and loom describing how each of them were used to create fabrics for the home. On the second floor, there was a bed chamber on one side of the house and on the other side was an exhibit display of clothing and a few pieces of furniture.
Overall, I really enjoyed the experience of re-visiting Old Sturbridge Village in a virtual capacity. I appreciate their efforts in encouraging visitors to ask themselves what is similar and different to their daily lives today versus the time periods each site introduces. I wonder if they are going to include more buildings in the virtual tour, and if they do, I will certainly return to experience these virtual tours. Also, I like that not only the staff introduced virtual tours but also developed resources to be utilized along with the tours.
The resources they provided are lesson plans, hands-on activities, and other links including their online collections. Old Sturbridge Village provided these resources to help other educators teach their students history, and it is one of many examples I have seen of museums sharing educational resources while we are all figuring out how to carry on while we are still going through the pandemic. The lesson plans I have seen are designed for students in grade levels 3rd through 5th grade, and in addition to the lesson plans and pdfs they included a link to their Google classroom with fillable documents that educators can download and assign to their students. Plus, there are hands-on activities one can download to be used alongside the virtual tours including “Make Your Own Cardboard Loom” with the Fenno House tour, and the “Home Scavenger Hunt” with the Asa Knight Store tour.
I recommend experiencing the virtual tours for yourselves if you want to spend time learning more about Old Sturbridge Village.
Since we have begun distributing the coronavirus vaccine, we have a new president in the Oval Office, and many changes were made for all of us to adapt to ever changing conditions, I think the question that has been on a lot of our minds is: Now what?
We are not out of the woods yet, and we need to do our part in controlling the pandemic. In the museum field, museum professionals are working on creating experiences for either the virtual platform or limited capacity in-person.
They understand that the plans we originally had for museums have drastically changed course due to the pandemic, and like everyone else we are figuring out how we could keep our places running. Museums around the world are figuring out their next steps if they are not permanently closed. I went through a good number of resources to research what museum associations are sharing with the museum field for keeping the museums running as the pandemic continues and vaccinations are being distributed.
The American Alliance of Museums released a post on their site called “Should my museum require staff and visitors to wear face masks when we reopen?” to share resources museums could utilize to enforce CDC guidelines. Each piece of information that is shared is not intended as legal, employment/human resources, or health and safety advice but rather they are based on the best available resources at the time the post was published. There are sections used to classify available information museums should seriously consider when re-opening the physical sites. When figuring out how your museum will enforce regulations as the pandemic continues to affect our daily lives, these are the types of information you need to take into consideration:
Legality and the Americans with Disabilities Act for employees and for visitors
Training on proper use of masks
Equity and racial implications
Availability of masks
Tensions over masks, enforcement of policies, and employee training *Information is also available to help figure out how to enforce policies and who will enforce them.
Once your museum has developed a plan and know how to enforce the policies, it will ease how your museum will move forward throughout the pandemic.
The Network of European Museum Organisations (NEMO) released a follow up report on the continued impact of COVID-19 on the museum sector, and I have included links below if you would like to read more about it. According to their announcement, NEMO pointed out that:
Suitable support is needed for museums to build on their digital momentum. Almost all museums offer online activities, but an overwhelming majority admit that they actually need assistance and guidance in their digital transition.
NEMO recommends that museums stay open during these challenging times to offer people a place for rest and emotional recovery. There have been no reported cases of museums being infection hotspots. On the contrary, most museums are very well-equipped to allow for a Covid-19-safe experience for both visitors and employees.
NEMO included a link to their follow up report pdf within their post. Their report follows the initial survey, report, and recommendations about the impact of the COVID-19 pandemic on museums during the first lockdown. According to their follow-up report, this survey was answered by 600 museums from 48 countries between October 30, 2020 and November 29, 2020, and the majority of the answers came from Europe. They sought to investigate the different themes that emerged in the first survey they released and were discussed within the museum community; the themes were: consequences of income (and other) losses, the increased importance of digital museum offers, and adapted operations and preparedness during and for crises.
I appreciate that their report had a disclaimer that stated while the results are not guaranteed as representative of current circumstances, it offers a view into the perceived consequences and challenges faced by museums as well as their efforts to overcome them and serve their communities during a pandemic. It is important to address that while there is important information to provide an idea of how museums should move forward it is important to remember that things are not always guaranteed and predictable; new strands of the coronavirus were discovered since the report was released.
The report went into detail about the issues museums face in this pandemic, survey results, and the recommendations that NEMO addresses to stakeholders at all levels. Each issue is split into three sections: Income Losses and Consequences, Development of Digital Services, and Adapted Operations and Crisis Preparedness. In terms of bringing visitor numbers back to normal, the report stated that:
Museums were asked when they estimated visitor numbers could return to their pre-COVID-19 levels. The majority (45%) of 283 responding museums do not estimate a full recovery of visitor numbers until the months between March and September 2021. 15% are prepared to wait until the spring or summer of 2022 before they will welcome the same visitor numbers as before the pandemic.
In addition to looking through these reports, I decided to look at resources outside of the museum field to see what museum professionals could utilize in their own practices for the museums they work for.
I found in my research tips for a successful remote or hybrid curriculum adoption from Amplify, which is an education company that partners with educators to create meaningful learning experiences in schools, whether it is helping to create a professional development plan, working shoulder to shoulder in the classroom, or providing real-time support in a chat window on a teacher’s laptop. Also known as DECIDE, the tips are:
TIP 1 Design the process.
When something unpredictable happens, in the process or in the educational environment, your plan will function as a framework you can adjust as you move forward.
TIP 2 Experience the programs.
You know you need to evaluate each program, but consider exactly how your committee will do that, and how disagreements will be resolved.
TIP 3 Convene a dream team.
The right team can make a complex adoption easier. Group dynamics are important, but think about how you will solicit individual feedback as well.
TIP 4 Investigate short-term and long-term needs.
Discuss with the committee how well your current instructional philosophy aligns with your short-term and long-term goals.
TIP 5 Develop the right rubric.
Using a rubric not only helps you measure what matters, but also ensures that your entire team measures the same things in the same way.
TIP 6 Establish consensus among your stakeholders.
How you make your final decision is a process unto itself. Determine in advance how you will resolve disagreements together.
These tips could be used for education programs in museums since we are figuring out how to engage with student groups like many educators outside of the museum field. Museum educators need to develop an effective curriculum so they can help other educators supplement their own curricula, and this is true before the pandemic and it is just as true now. Our programs need a framework to fall back on when things do not go to plan, an effective evaluation plan and team to know what is working and what needs to change, and to know the short-term and long-term needs of the program to be able to find out what the students took away from it.
By no means this is a conclusive list of things museums need to do moving forward within the pandemic. I encourage you all to take a closer look at not only the sources I introduced in this post but to also look at museum associations in your area for additional resources.
As with everything this past year, the winter holidays are going to be celebrated a little bit differently because of the pandemic. Museums are continuing to offer virtual programs, tours, et. cetera to help us all engage with and keep our spirits up during the holiday season. While we are figuring out how we are celebrating this year, I thought I would do a short examination of the history of holidays that take place during this time of year.
There are many holidays celebrated in December around the world, and the ones I mention in this blog are only a sample of what holidays are out there. I have included in the list of links a link to the December holiday calendar that shares various holidays celebrated this time of year (even some that secular holidays). The holidays celebrated in December include but are not limited to Yule, Christmas, and Hanukkah.
Yule is a celebration, practiced by pagans, neo-pagans, and other individuals who incorporate witchcraft practice in their lives, which involves gathering together to enjoy meals and gift giving, and activities like feasting and wassailing (where the tradition of singing carols comes from) are sometimes regarded as sacred. Also, it is one of the celebrations from the Wheel of the Year acknowledging the change in seasons; Yule represents the celebration of death and rebirth in nature, and the eventual return of the sun from its weakest point in the year, faced during the winter season. Some of the traditions that are practiced during this Yuletide time are but not limited to decorating the Yule tree, lighting the candles on the Yule log, making and hanging wreaths, and telling stories.
This celebration corresponds with the astrological change of the Earth tilting away from the sun, known as the Winter Solstice. The amount of sunlight on Earth during this time varies, short day and long night to long darkness, depends on which part of the globe one lives on. In the Northern Hemisphere, it also marks the first day of winter. In Mary Kate Hagan’s article “Winter Solstice Celebration”, she pointed out that
Winter Solstice is a time to pause, with the restraints of winter, to perceive the seeds of our future growth. It is an invitation to align ourselves with the turning of the seasons and the natural world, experiencing ourselves as being woven into the sacred web of life, acknowledging the mystery of the Divine creative presence pulsating through all. (185).
Yule is linked to a number of religious celebrations and spiritual traditions that coincides with the Winter Solstice which occurs on December 21st this year in the Northern Hemisphere.
One of the most common examples of Yule’s connection with other religious celebrations and spiritual traditions is Christmas. A lot of the traditions that have been adopted into Christmas traditions came from pagan celebrations. Stephen Nissenbaum’s The Battle for Christmas: A Social and Cultural History of Our Most Cherished Holiday is one of the examples of books written about the history of Christmas and its roots in paganism. Nissenbaum used documents and illustrations in his book to share Christmas’s carnival origins and shows how it was transformed, during the nineteenth century, into the celebration we know now. His book also shared the origins of Christmas traditions from St. Nicholas to the Christmas tree and the practice of giving gifts to children.
Christmas is the celebration in the Christian religions to celebrate the birth of Jesus Christ and, especially in the secular world, gather with loved ones by giving presents and having meals together. There are many customs that vary in different countries, and in the United States Christmas traditions are celebrated together with many customs from other cultures and countries. Families around the world decorate the tree and home with bright lights, wreaths, candles, holly, mistletoe, and ornaments. Some individuals attend church on Christmas Eve, and Santa Claus comes from the North Pole in a sleigh to deliver gifts; in other parts of the world, Santa arrives on other modes of transportation such as in Hawaii he arrives by boat and in Ghana he comes out of the jungle. Another holiday celebrated in December is Hanukkah, the Jewish holiday.
Hanukkah is celebrated by the Jewish people honoring the Maccabees’ victory over King Antiochus who forbade them from practicing their religion. They celebrate over eight nights to remember how the oil in the temple was supposed to last for one night ended up lasting eight nights. To celebrate Hanukkah, they start with a prayer, the lighting of the menorah, and food. The menorah holds nine candles, eight candles to be lit on each night and the nineth is used to light the other candles. Also, children play games such as the dreidel, sing songs, and exchange gifts. Unlike Christmas, the days the Jewish people celebrate Hanukkah changes each year because the holiday follows the lunar cycle. This year Hanukkah starts at sundown on December 10th and ends on December 18th. As I am writing this blog post, it is the sixth night of Hanukkah (when this is posted, it will be the seventh night) and will be lighting the menorah with my husband and his family.
All of the celebrations that I mentioned above and the ones I share within the links section have in common is the focus of celebrating with loved ones whether we are in person or not. While celebrating the holidays this year will be different, technology will be able to help us connect with family members as we focus on getting a better control of the pandemic.
I am taking a break from posting on the blog for the holidays. I will be working on the campaign and more posts on the blog for the upcoming new year. Stay tuned for more posts and exciting developments in the new year! Thank you all for your continued support, and I hope all of you have a fun and safe holiday.
This is the second part of my experience at this year’s virtual NEMA conference. If you have not read the first part, check out the link here: NEMA 2020 Virtual Conference: Part 1: https://wp.me/p8J8yQ-1bD . Then come back here to see the rest of this post.
On the third day of the NEMA conference, the first session I attended was the keynote with Sarah Sutton, the Principal of Sustainable Museums, and Cultural Sector Lead at We Are Still In. The presentation was pre-recorded, and once we finished watching the presentation Sutton was available to answer our questions. In the keynote Climate Change. Covid-19. Racial Inequality: What Each Crisis Can Teach Us for Tackling the Others, Sutton’s presentation addressed that the lessons from decades of climate advocacy have noticeable parallels with the experience of fighting Covid-19, the efforts to manage an economic recovery, and the work to address racial inequality. Also, the argument made was museums are perfectly suited to help communities because science, data, language, politics, history, and human nature are all mixed up in the problems and the solutions cope with and overcome these crises.
The first session I attended was called We Are Allies: How to Listen, Learn, and Become Anti-Racist Museums with Kristin Gallas (Principal, Interpreting Slavery) as facilitator and the speaker was Katherine Kane (the former Executive Director at Harriet Beecher Stowe Center). Gallas and Kane pointed out that museums must step up and commit to making their work and public spaces welcoming and equitable.
After the session, I had lunch with the Education Professional Affinity Group/Gathering (PAG). At the in person NEMA conference, there were PAG Lunches that encourage conference participants to engage with one another while taking lunch breaks between sessions; I wrote about previous PAG Lunches in past posts about the NEMA conference. Each PAG lunch also had themes for each one, and this year’s Education PAG Lunch theme was Grief and Recovery.
The next session I attended was Let’s Take This Outside with Brindha Muniappan (Senior Director of the Museum Experience at the Discovery Museum) as facilitator, and the speakers were Kate Leavitt (Director of Mission at the Seacoast Science Center) and Lorén Spears (Executive Director at the Tomaquag Museum). Within the session, each of them discussed how their four different organizations (children’s museum, science center, historic house/garden, and Indigenous museum) encourage visitors to spend time outside and think about their physical place in the world as a way to build life-long connections with nature and conserve it for future generations.
I attended the Fostering Community Within Frontline Staff with Helen Brechlin and Tom Maio, who are both from the Institute of Contemporary Art in Boston, Massachusetts, for the last session of the third day. Brechlin and Maio shared how their frontline staff program not only supports their frontline staff but support the visitors during this pandemic. Their discussion focused on how to build and foster a positive working relationship with and among frontline staff.
The panel session for the fourth day of the NEMA conference was Celebrating Museums with Rebekah Beaulieu (Executive Director at the Florence Griswold Museum) as moderator, and the following individuals were the panelists: Catherine Allgor (President at the Massachusetts Historical Society), Chris Newell (Passamaquoddy) the Executive Director and Sr. Partner to Wabanaki Nations at the Abbe Museum, and Hallie Selinger (Visitor Experience Manager at the Institute of Contemporary Art in Boston, MA). In the panel discussion, they talked about the question: Why do you love museums?
For my first session of the fourth day, I attended the Beyond Hands-On: Tapping the Non-Touch Senses in Exhibitions session. Betsy Loring (Principal, exploring exhibits & engagement, LLC, MA) and Laurie Pasteryak (Director of Interpretation at Fairfield Museum & History Center) spent some time reminding us of the many other senses that exhibitions can invoke instead of – or in addition to – touch. They shared examples of non-touch interactivity through sound, smell, and proprioception; and participants broke out into smaller groups brainstorm ways to inexpensively increase the sensory dimensions of exhibits.
The next session I attended was Planning for Interpretive Planning with Julie Arrison-Bishop (Community Engagement Director at The House of the Seven Gables Settlement Association) as facilitator, and the speakers were Matt Kirchman (President and Creative Director at ObjectIDEA in Massachusetts) and Brooke Steinhauser (Program Director at the Emily Dickinson Museum). All of them discussed tackling the interpretive planning process and shared their tips and tricks for successful project planning.
The last session I attended on the fourth day was Happy House Tours: Working with Homeowners and Volunteers for a Great Event with Sue Goganian (Director at Historic Beverly in Massachusetts) as facilitator, and the speakers were Fay Salt (a Trustee at Historic Beverly) and Beverly Homeowners John and Jaye Cuffe. Goganian, Salt, and Cuffe shared their perspectives on how much work and cooperation it takes to run a house tour event. They discussed how they require many volunteers and lots of coordination, and a great partnership makes it possible even with limited staff and a small budget. Staff members share the financial, organizational, and community benefits, and how it is done before the pandemic and beyond.
Before I attended the sessions for the last day of the conference, I revisited the Exhibit Hall to participate in a live demonstration from Panospin 360. Located in Lowell, Massachusetts, it offers virtual tour services for hospitality venues, universities, conference centers, medical facilities, corporations, retail stores, historical sites, and national parks across the United States. I will go into more detail in a future services examination blog post.
The first session I attended on the last day of the conference was Resource Roundup: A Roundtable for Sharing (and Discussing) Sources Relevant to Contemporary Issues in the Museum Field with many museum professionals participating as facilitators and speakers. It was a session where participants could get a bibliography of sources and engage with colleagues via active discussion to explore resources, ideas, share information, and network. All participants were broken into a number of different groups on various topics, and were encouraged to attend more than one: Museum Compensation/Salary Transparency; Issues of Access; Evaluation; Decolonization; Museum Activism & Social Justice; Gender Equity & Leadership; and Museum Careers & Professional Development. The purpose of the roundtable was to:
highlight the key books, articles, and resources useful for understanding and navigating contemporary museum issues while encouraging participants to seek out and engage with literature in the field, and consider how it influences, inspires, and/ or applies to their professional practice.
While this year’s conference had a different format than usual, the Annual Meeting and Awards still celebrated museum colleagues, associations, and museums. The highlights of the Annual Meeting and Awards luncheon were presenting the annual NEMA Excellence Awards, presented to colleagues who have gone “above and beyond;” presenting the NEMA Lifetime Achievement Award honoring Susan Robertson, executive director of Gore Place; and a brief “state of the association” presentation from NEMA Executive Director Dan Yaeger. Also, NEMA members voted on this year’s slate of NEMA officers and new members, plus bylaw updates.
The last session I attended for the last day of the conference was Accessibility for Online Programs and Communication Channels with Susan Robertson (Executive Director at Gore Place) as facilitator, and the speakers were Charles Baldwin (Program Officer, UP Designation, Innovation and Learning Network at Mass Cultural Council), Emily Carpenter (Web Designer and Digital Marketer, WA), and Aaron Rawley (Volunteer Coordinator at Gore Place). Within the session, the speakers spoke about how participants of all levels of technical knowledge could improve access to their digital offerings for visitors with disabilities. Participants learned from each presenter on how Gore Place, for instance, makes digital programs and communication channels more accessible through universal design. The discussion included but not limited to accessibility for social media, webinars, and websites.
Thank you all for your patience as I complete this second part of the conference coverage! If you have any questions about the sessions I attended above and in the previous NEMA virtual conference post, you can find my contact information on the Contacts page. Stay tuned for next week’s blog post about the holidays this year, and be sure to check out my campaign I have started on the Buy Me A Coffee site:
Thanksgiving will look different this year not just due to the pandemic. It is still a holiday in which we should acknowledge our past and as I said in last year’s Thanksgiving post:
As we gather with family and friends this Thanksgiving, we should remember to not only express what we are thankful for but to also learn more about Native American culture and their perspectives about the holiday.
It is especially important now, even while times are hard, to remember what we are thankful for and find ways to safely connect with others. A number of articles including from The New York Times and The Wall Street Journal cover what we could do to have a safe holiday during the pandemic whether we are with our families or by ourselves this year. The Wall Street Journal for instance released articles “The Covid Thanksgiving: Outdoor Heaters, Virtual Meals, Grandma Stays Home” and “Traveling for Thanksgiving During the Pandemic? Here’s How to Stay Safe” that discuss the tough decisions people in the United States have to make and share information on what precautions that should be taken if one invites family over for the holidays.
The New York Times released articles as well to provide information on how to handle preparations for Thanksgiving during a pandemic. Anna Goldfarb’s “Solo on the Holiday? Reach Out” released advice for individuals who find themselves by themselves during the holiday. Goldfarb stated various ways to still enjoy the holidays as well as advice on dealing with being by oneself, and had shared more detailed explanations behind them:
Accept whatever feelings bubble up
Identify what’s most important to you and focus on achieving it
Take a social media break if you need it
Be gracious and live in the moment
Tara Parker-Pope wrote an article called “Serve Up Some Extra Precautions at Your Thanksgiving Table This Year” which discussed health concerns of the pandemic while sharing what one should do if they decide to invite family members outside of the household for Thanksgiving. Health officials recommend keeping home gatherings small, but it is better to not invite people who do not already live within the household. Parker-Pope also listed them with more detailed explanations behind them, and the following was what she stated in the article if one plans to invite people in the house:
Assess the risk
Ask your guests to take early precautions
Move the dinner outside
Reduce the time you spend together
Wear masks during downtime
Don’t share serving utensils and other items
The links of the previously mentioned articles I have discussed are posted below. In addition to what Thanksgiving would be like this year, I have also paid attention to more information available about indigenous people today and Thanksgiving since the post I wrote last year. I included a link to that post below for more about the history of Thanksgiving.
This past year, I attended the virtual AASLH Annual Meeting and one of the sessions I attended was called #IndigenousLivesMatter: Centering Voices of Indigenous People. The speakers were Fawn Douglas and Ashley Minner, and Patrick Naranjo was the moderator. Fawn Douglas is a member of the Las Vegas Paiute Tribe, where she previously served as a Tribal Councilwoman; she is an artist whose works include murals and performance that aims to shine a light on race, class, and gender to ask what it means to be Native in the contemporary. Ashley Minner is a community based visual artist from Baltimore, Maryland, and an enrolled member of the Lumbee Tribe of North Carolina. Minner’s current research focuses on the changing relationship between Baltimore’s Lumbee Indian community and the area where they first settled. Patrick Naranjo is the director of the American Indian Graduate Program at the University of California, Berkley. Naranjo has published several articles and continues to transform higher education experiences for Native and Indigenous people through the intersection of Native heritage, academia, and cultural concepts.
All three of them had a discussion about the history and the disparage of the American Indian identity and issue. They emphasized within the session that having some meaningful conversation builds awareness and revisits a narrative of fore change in the current context. During the session, the speakers shared a number of resources on indigenous nations and to help us identify indigenous people who occupied the land first to help us acknowledge the people who live on the land we live on before us. This conversation is not only an important one to learn how we become better ancestors for future generations (the theme of the AASLH Annual Meeting was What Kind of Ancestor Will You Be?) but it is one of many important examples of why indigenous lives matter. Thanksgiving this year for me will be reflecting on what I am thankful for especially in the mist of the pandemic, and how to be a better individual by learning about indigenous culture as well as the issues that need to be addressed.
I hope everyone has a safe Thanksgiving!
I included an updated list of resources I shared in last year’s blog post on Thanksgiving and Native American culture. These resources came from research that I did on my own, and some that were shared during the AASLH session #IndigenousLivesMatter: Centering Voices of Indigenous People.
In the past, I previously wrote about the memories I had about my experiences in the museum field so far. To read the previous blog posts, check out the links below. Each experience taught me a lot and the lessons I learned help me move my career forward. My career has led me to move from working in Connecticut to working on Long Island, New York. Since I am still currently on Long Island with my husband and my career is still active, I am splitting this post into multiple posts to share each experience and lessons I have learned in each one. The following is a sample of the memories I have of working at the Long Island Museum in Stony Brook, New York.
At the Long Island Museum, I continued my career as Museum Educator and the role I had was both in educating school groups, camps, and individuals with Alzheimer’s and in education administration. I utilized object-based and inquiry-based methods to educate Pre-K-5 students, families, senior citizens about 19th century Long Island history and art on museum campus buildings such as the Carriage Museum, 19th Century Schoolhouse, and Art Museum. Inside the Schoolhouse, I dressed as a schoolteacher for two different types of school programs: one that is focused on learning what school was like through acting as schoolchildren in the 19th century as part of an overall program called Long Island Long Ago, and one that is focused on learning through discussions and demonstrations of the 19th century school day on Long Island from the 21st century perspective.
I also taught programs for various audiences. For instance, I prepared for and taught a program called In the Moment engaging individuals with Alzheimer’s and dementia in the exhibit space. The program allows participants to engage with the exhibit by encouraging them to share memories as they touch replicas of items in the exhibit, listen to music relevant to the exhibit, and answer questions that are about what they are feeling and listening to. They also received cards with pictures from the exhibits they could bring back with them as a reminder of their visit they can share with their loved ones. Each program is different in each exhibit, and when there was a new exhibit a program needs to be developed. In an exhibit Long Island in the 60s, I was assigned to download music that were relevant to the exhibit and print out pictures to create the cards. Also, at the end of the program we set up snacks and drinks for participants and caregivers to enjoy before leaving the Museum.
On the administrative side of my role, I was in charge of the volunteer program for larger school programs. I created the schedule for volunteers participating in most education programs based on availability, and distribute them to volunteers, add to online Master Calendar (Google Calendar), and in art room where we meet for programs. The majority of the volunteers were retired so they were able to volunteer during the day when the school programs were scheduled. Some of the volunteers participated in the Long Island division of Retired Senior Volunteer Program (R.S.V.P.), and are using their experience at the Museum to record their hours on sheets that I sign off on and I send them in the mail at the end of the month to the person in charge of volunteer hours at R.S.V.P.
In addition to running the volunteer program for school programs, I also worked on a number of administrative tasks with the rest of the education department to keep it running at the Museum. I coordinated the assembly and distribution of brochures for school, children’s, and public programs. In addition to assembling the brochures, creating address labels and post marking the brochures, I also worked on maintaining an updated list of teachers and other personnel for school brochure mailings by researching school lists in Suffolk and Nassau Counties. Also, I answered phone calls from teachers interested in school programs and organizations interested in group tours, and booked school programs and group tours using the Microsoft Office Suite to record the necessary information such as contact information and type of program; then once the information is gathered, I would update the Master Google Calendar to let the rest of the Museum staff know what is going on for that date. Depending on the program, I would also schedule volunteers to educate the school group and I would schedule a volunteer to lead a group tour depending on their availability.
I also assisted in logistics for school programs especially for programs with volunteers led stations. I was one of the educators that kept an eye on the school buses arriving to the Museum to make sure that they were arriving in the right parking lot for where the program was taking place. Also, I met with the teachers to check the school groups in and collect order forms and money for gift shop items they picked out before their arrival; I made sure that the gift shop items arrived to the administration office so they can be delivered to the kids at the end of the program. Once the kids were given the introduction in the program, the kids were split up into different groups and I would be one of the educators to make sure that each station ends on time for the switch. In addition, I also ordered and kept track of the school programs supplies inventory.
Every time I look back on this experience, I am always amazed by how much I did with the Museum while I was there. I also learned more about the administrative side of running the education department, and what it was like to work on projects in a larger museum than I was used to in historic house museums. The experience also inspired me to continue to learn about the administrative side of museum education. I will continue to share memories from my Long Island experiences in future blog posts.
In the meantime, next week I will be sharing my experience at the New England Museum Association’s virtual conference.
As I prepare to go through the virtual sessions I had participated in, the ones I did not get a chance to participate in live, and ones that were pre-recorded, I thought I would do a recap on the rest of the AASLH conference that concluded on September 30th. This conference theme was “What Kind of Ancestor Will You Be?” and each session I attended and the ones that I will continue to attend after they were live addressed this question. The recordings are available until November 11th.
I previously stated in my blog post on the first day of the AASLH conference:
AASLH’s staff worked really hard to make this year’s conference a virtual one. Originally, this conference was going to be in Las Vegas, Nevada. If it were still in Las Vegas, I would not be able to go since I would not be able to afford the airfare in addition to the hotel and conference rate. While I do like to be in person when I participate in professional development programs, I like that by making this year’s conference virtual it is a little more accessible for more people to participate in. Also, at the time I was attending the first session there were 2,245 conference attendees and I believe it was at least more than half of the conference attendees that attended last year. Since the conference is online this year and that I was able to receive a scholarship to attend, I decided to attend this year’s conference to learn more to develop my skills as a museum and history professional.
Since I made the above statement, at the time of the last day of the sessions, the number of participants increased to 2,400 participants. I still agree that by making this year’s conference online it is a little more accessible for more people to participate, and the number of participants this year proved having a virtual conference is beneficial. Therefore, I believe hybrid conferences should be planned to make conferences as accessible as possible.
During the conference, I thought about my answers to the question “What Kind of Ancestor Will We Be?” and I know what kind of ancestor I want to be. I will be the ancestor who continues to learn about the world around me, to listen to other people’s experiences and dedicate my actions to working on a better world until we can truly say all lives matter, to remember to acknowledge my privilege, and to be able to share the lessons I have learned to the next generation. It is also important for all of us to acknowledge that the United States itself is a country of immigrants, including my family; my maternal great-grandfather immigrated to the United States from Italy and my paternal great-grandfather immigrated to this country from England in the early 20th century. I also thought about previous generations like my great-grandfathers pondering similar questions on what legacy they would leave behind.
I have learned a lot in those days, and I included a highlight of the Twitter conversation I participated in while engaging in conversations during the sessions. It would be extensive to include everything in this post, and to see and participate in the dialogue follow the Twitter hashtag #AASLH2020.
Here is the highlight from the rest of the AASLH conference:
Earlier today was the first day of the virtual American Association for State and Local History (AASLH) conference. This year’s theme is “What Kind of Ancestor Will You Be?” It was an engaging and thought provoking first day with sessions focusing on being aware of our blind spots in terms of diversity and we could learn more about women in history through generations. I have included some tweets I released throughout the first day below with brief explanations of what session each tweet is referring to. The first thing I will address is
AASLH’s staff worked really hard to make this year’s conference a virtual one. Originally, this conference was going to be in Las Vegas, Nevada. If it were still in Las Vegas, I would not be able to go since I would not be able to afford the airfare in addition to the hotel and conference rate. While I do like to be in person when I participate in professional development programs, I like that by making this year’s conference virtual it is a little more accessible for more people to participate in. Also, at the time I was attending the first session there were 2,245 conference attendees and I believe it was at least more than half of the conference attendees that attended last year. Since the conference is online this year and that I was able to receive a scholarship to attend, I decided to attend this year’s conference to learn more to develop my skills as a museum and history professional. I also thought about my answer to this year’s conference theme:
One of the sessions I attended was #MeToo, and #BlackLivesMatter: Black Women Leaders Overcoming the Double Burden. In the session, the speakers revealed a number of disturbing statistics on how many people make up the museum leadership in the entire country:
Meanwhile 85 percent of the individuals in museum leadership roles are white men. This shows that we still have a way to go to making the museum field more diverse. We should not expect that when we fulfill one criteria for diversity our work is done because our society is continuously changing, and we need to continue to learn how to be better organizations.
Another session I attended was Generations of Women: Complicating Traditional Timelines which focused on three case studies of researching women’s history through using sources found from census records, books, articles, et. cetera and generations of their families. The speakers discussed how keeping track of what happened in history through generations rather than dates because people can relate to generations since we all belong to generations.
The previously listed sessions and tweets were just a sample of what I did today. I learned so much, and I look forward to learning more in the next few days (until September 30th).
Last week many students have begun to go back to school on virtual platforms or a hybrid of in person and virtual schools as we continue to face this pandemic. Museums are preparing to help parents, guardians, teachers, and students once again by working to maintain as well as build relationships with our communities to understand the emotional needs, and providing resources to assist in their education plans. In a previous blog post What Kind of Learning Are We Doing?, I pointed out that
We continue to figure out each day how to proceed teaching and learning while we are facing this pandemic. It is most likely hard at first to figure out a new routine for education especially for parents and guardians who are suddenly have to deal with finding ways to educate their children; for students who have to adjust to not being able to interact with their peers and teachers as they are used to; and for educators who have to figure out quickly how to transition their lessons into an online format.
This is still true as the new school year begins. The families I know have to figure out ways to continue their children’s education at home, at school, or a hybrid of both remote and onsite schooling. Each family faces their own challenges in finding out ways to engage children in their lessons. Museums should continue to work to keep the needs of their communities in mind as they continue to offer remote experiences for its visitors.
There are many examples museums have for education programs that vary on subjects covered and community support. Below I have included a list of resources that share what some museums are doing to help educators at home and at school in assisting with educating their students.
Announcement: Starting next week, I will be participating in this year’s AASLH Annual Meeting which has been moved to online due to the pandemic.