PREFACE
1. Falk, J.H. & Dierking, L.D. (1992). The museum experience. Washington, DC: Whalesback Books.
2. Falk, J.H. & Dierking, L.D. (2000). Learning from museums. Walnut Creek, CA: AltaMira Press.
CHAPTER 1
1. All names of individuals described in this book are pseudonyms. All data is based upon extensive interviews collected by the author or his colleagues over the past seven years. The vignettes at the beginning of this first chapter are reconstructions of events based upon descriptions provided by the subjects.
2. For more information on the central role of audience in a museum’s business model, see Falk & Sheppard, (2006).
3. And these days there is also a large permanent exhibition on the Australian outback.
4. Falk, J.H. (1993). Factors Influencing Leisure Decisions: The Use of Museums by African Americans. Washington, DC: American Association of Museums.().
5. Falk, J.H, Brooks, P., & Amin, R. (2001). Investigating the long-term impact of a science center on its community: The California Science Center L.A.S.E.R. Project. In: J. Falk (Ed.), Free-Choice Science Education: How We Learn Science Outside of School. pp. 115–132. New York, NY: Teacher’s College Press, Columbia University.
National Science Board (2004). Science and engineering indicators: 2004. Washington, DC: U.S. Government Printing Office.
National Science Board (2006). Science and engineering indicators: 2006. Washington, DC: U.S. Government Printing Office.
National Science Board (2008). Science and engineering indicators: 2008. Washington, DC: U.S. Government Printing Office.
6. Adams, G.D. (1989). The process and effects of word-of-mouth communication at a history museum. Unpublished master’s thesis, Boston University, Boston, MA.
McLean, F. (1997). Marketing the museum. London: Routledge.
Bosman, J. (2006). Advertising is obsolete. Everyone says so. Business, New York Times, January 23.
7. Colonial Williamsburg Foundation. (1987). 1987 President’s Report. Williamsburg, VA: Colonial Williamsburg Foundation.
8. American Museum of Natural History. (1986). Visitor profiles. Unpublished report.
Balling, J.D., & Cornell, E.A. (1985). Family visitors to science-technology centers: Motivations and demographics. (Grant No.SED-8112927). Washington, DC: National Science Foundation.
Biltmore Estate. (1987). Survey of Biltmore Estate, Summer 1987. Unpublished manuscript.
Birney, B.A. (1990). Characteristics of Brookfield zoo visitors: five analyses of our audience. (Technical Rep.) Brookfield, IL: Zoological Society of Illinois.
Bitgood, S., Patterson, D., & Nichols, G. (1986). Report of a survey of visitors to the Anniston Museum of Natural History. Jacksonville, AL: Jacksonville State University, Psychology Institute.
Falk, J.H., Holland, D.G. & Dierking, L.D. (1992). A study of visitor expectations and their effect on visitation, Mystic Seaport Museum. Annapolis, MD: Museum Experience Associates.
Hushion & Associates & Heath Consultants (1994). Mapping a future: An audience and stakeholder survey of the public art gallery network in Ontario. Toronto: Ontario Association of Art Galleries.
9. Falk, J.H., Koran, J.J., Dierking, L.D & Dreblow, L. (1985). Predicting visitor behavior. Curator, 28(4), 326–332.
10. Falk, J.H. & Storksdieck, M. (2005). Using the Contextual Model of Learning to understand visitor learning from a science center exhibition. Science Education, 89, 744–778.
11. Falk, J.H. & Dierking, L.D. (1997). School field trips: Assessing their long-term impact. Curator, 40(3), 211–218.
12. Anderson, D., Storksdieck, M. & Spock, M. (2006). Long-term impacts of museum experiences. In: J. Falk, L. Dierking and S. Foutz (eds.), In Principle, In Practice, pp. 197–216. Lanham, MD: AltaMira Press.
13. See review in Falk, J.H. & Dierking, L.D. (2000). Learning from Museums, Walnut Creek, CA: AltaMira Press. Also, Roschelle, J. (1995). Learning in interactive environments: Prior knowledge and new experience. In: J. Falk & L. Dierking (eds.), Public Institutions for Personal Learning, pp. 37–51. Washington, DC: American Association of Museums.
14. Falk, J.H. & Adelman, L.M. (2003). Investigating the impact of prior knowledge, experience and interest on aquarium visitor learning. Journal of Research in Science Teaching, 40(2), 163–176.
Falk & Storksdieck, (2005).
15. Desolneux, A., Moisan, L. & Morel, J.M. (2008). From Gestalt Theory to Image Analysis: A probabilistic approach. New York: Springer.
16. Bickford, A., Doering, Z.D. & Smith, S.J. (1992). Spiders are coming!: An exhibition background study for the National Museum of Natural History. (Institutional Studies Report 92–4). Washington, DC: Smithsonian Institution.
Doering, Z.D. (1991). Across the river: A study of visitors to the Anacostia Museum. (Institutional Studies Report No. 92-5). Washington, DC: Smithsonian Institution.
Doering, Z.D. & Bickford, A. (1994). Visits and visitors to the Smithsonian Institution: A summary of studies. (Institutional Studies Report No. 94–1). Washington, DC: Smithsonian Institution.
Doering, Z.D. & Black, K.J. (1989). Visits to the National Air and Space Museum (NASM): Demographic characteristics. (Institutional Studies Report No. 89–1). Washington, DC: Smithsonian Institution.
Hood, M.G. (1988). Arboretum visitor profiles as defined by the four seasons. In: S. Bitgood, J. Roper & A. Benefield (eds.), Proceedings of the first annual visitor studies conference. Jacksonville, AL: The Center for Social Design.
Horn, A. & Finney, J. (1994). Bay area research report: A multi-cultural audience survey for Bay Area museums. San Francisco, CSUSAN: Museum Management Consultants, Inc.
17. Birney, B.A. (1990). Characteristics of Brookfield zoo visitors: five analyses of our audience. (Technical Rep.) Brookfield, IL: Zoological Society of Illinois.
Dierking, L.D., Adams, M. & Spencer-Etienne, M. (1996). Final Report: Lila Wallace/Reader’s Digest Audience Development, Virginia Museum of Fine Arts. Annapolis, MD: SLi.
DiMaggio, P. & Ostrower, F. (1990). Participation in the arts by black and white Americans. Social Forces, 68(3), 7537–78.
DiMaggio, P. & Ostrower, F. (1992). Race, ethnicity and participation in the arts. Washington, DC: Seven Locks Press.
Horn, A. & Finney, J. (1994). Bay area research report: A multi-cultural audience survey for Bay Area museums. San Francisco, CSUSAN: Museum Management Consultants, Inc.
Puckrein, G. (1991). The participation of African Americans in cultural leisure pursuits. Unpublished study produced for American Visions, Washington, DC.
Robinson, J.P., Keegan, C., Karth, M. & Triplett, T.A. (1986). Public Participation in the arts: Final report on the 1992 survey, Volume 1, Overall project report. Washington, DC: National Endowment for the Arts.
Robinson, J.P., Keegan, C., Karth, M. & Triplett, T.A. (1993). Arts Participation in America: 1982–1992 NEA Research Division, Report #27. Washington, DC: National Endowment for the Arts.
18. Falk, J.H. (1993). Factors Influencing Leisure Decisions: The Use of Museums by African Americans. Washington, DC: American Association of Museums.
19. Fang, J., Madhavan, S. & Alderman, M.H. (1996). The association between birthplace and mortality from cardiovascular causes among black and white residents of New York City. New England Journal of Medicine, 335(21), 1545–1551.
Gillum, R.F. (1996). The epidemiology of cardiovascular disease in black Americans. New England Journal of Medicine, 335(21), 1597–1598.
20. Falk, (1993).
21. e.g., Wilkening, S. (2008). Audience Trends and Analysis: Drilling deeper. Unpublished presentation. Slingerlands, NY: Reach Advisors.
22. Ulwick, A. (2005). What customers want: Using outcome-driven innovation to create breakthrough products and services. NY: McGraw-Hill, pp. 66–67.
23. Falk & Dierking, (1992; 2000).
24. e.g., Jacobsen, J.W. (2006). Experiential Learning Museums. (Forum ’06). Marblehead, MA: White Oak Associates, Inc.
25. I first appreciated this reality in the mid-1980s as I was drafting the first versions of what was to become the Museum Experience (1992), this idea was later reiterated in Learning from Museums (2000) and again, the case was strongly made in a chapter I wrote as part of the edited volume, In Principle, In Practice (2006).
26. e.g., Bourdieu, P. (1989). Forms of capital. In: J.G. Richardson (ed.), Handbook for theory and research for the Sociology of Education, pp. 241–258. New York: Greenwood Press.
CHAPTER 2
1. Graburn, N. (1998). Quest for identity. Museum International, 50(3), p. 13.
2. e.g., Aguiar, M. & Hurst, E. (2006). Measuring Trends in Leisure: The Allocation of Time over Five Decades, Working Paper No. 06–2. Boston: Federal Reserve Bank of Boston.
de Grazia, S. (1962). Of Time, Work and Leisure. New York: Twentieth Century Fund.
Pearson, L.F. (1977). Working, life and leisure. Sunderland, UK: Sunderland Polytechnic.
Roberts, K. (1999). Leisure in Society. Wallingford, UK: CBAI Publishing.
Young, M. & Schuller, T. (1991). Life after Work. London: Harper Collins.
3. Kelly, J.R. & Freysinger, V.J. (2000). 21st Century Leisure: Current Issues. State College, PA: Venture Publishing.
Freysinger, V. J. & Kelly, J.R. (2004). 21st Century Leisure: Current Issues. State College, PA: Venture Publishing.
4. Research Resolutions & Consulting Ltd. (2007). U.S. Heritage Tourism Enthusiasts: A Special Analysis of the Travel Activities and Motivation Survey (TAMS). Ottawa: The Canadian Tourism Commission.
5. See review by (Falk & Dierking, 2000).
6. Research Resolutions, 2007.
7. Maslow, A. (1943). A theory of human motivation. Psychological Review, 50, 370–396.
8. Roberts, K. (1999). Leisure in Society. Wallingford, UK: CBAI Publishing.
9. Sagon, C. 2004. Formerly known as Sutton Place. F1, Washington Post, April 7.
Zuboff, S. & Maxmin, D. (2002). The Support Economy: Why corporations are failing individuals and the next episode of capitalism. New York: Viking Press.
10. Godbey, G. (1989). In Fred Coalter (ed.), Anti-Leisure and Public Recreation Policy. In Freedom and Constraint—The Paradoxes of Leisure. London: Routledge.
Godbey, G. (2001). The use of time and space in assessing the potential of free choice learning. In: J.H. Falk (ed.), Free-Choice Science Education: How we learn science outside of school. New York: Teachers College Press.
11. Pine, J. & Gilmore, J. (2007). Authencity: What consumers really want. Boston: Harvard Business School.
12. Kelly, J.R. (1983). Leisure identities and interactions. London: George Allen & Unwin.
13. Bem, D. J. (1972). Self-perception theory. In: L. Berkowitz (ed.), Advances in experimental social psychology (Vol. 6. pp. 1–62). New York: Academic Press.
Csikzentmihalyi, M. (1990a). Flow: The psychology of optimal experience. New York: Harper Collins.
Samdahl, D.M. & Kleiber, D.A. 1989. Self-awareness and leisure experience. Leisure Sciences, 11, 1–10.
Steele, C.M. (1988). The psychology of self-affirmation: Sustaining the integrity of the self. In: L. Berkowitz (ed.), Advances in Experimental Social-Psychology (Vol. 21, pp. 261–302). New York: Academic Press.
Williams, D.R. (2002). Leisure identities, globalization, and the politics of place. Journal of Leisure Research, 34(4), 267–278.
14. Haggard, L. M. & Williams, D. R. (1992). Identity affirmation through leisure activities: Leisure symbols of the self. Journal of Leisure Research, 24(1), 1–18, p. 17.
15. Sandberg, J. (2006, July 19). It Doesn’t Sound Like a Vacation to Me. Wall Street Journal online.
16. Graburn, N.H. (1977). The museum and the visitor experience. In: The Visitor and the Museum, pp. 5–32. Prepared for the 72nd Annual Conference of the American Association of Museums, Seattle, WA.
17. Kelly, J.R. (1977). Situational and Social Factors in Leisure Decisions. Technical Report. ERIC #:ED153143.
18. Beard, J.G. & Maunier, R. (1980). Measuring leisure satisfaction. Journal of Leisure Research, 12, 20–33.
19. Driver, B.L. & Tocher, S.R. (1970). Toward a behavioral interpretation of recreational engagements, with implications for planning. In: B.L. Driver (ed.), Elements of outdoor recreation planning: Proceedings of a national short course held in Ann Arbor, Michigan, May 6-16, 1968. Ann Arbor, MI: University of Michigan.
20. Manfredo, M.J. & Driver, B.L. (1996). Measuring leisure motivation: A meta-analysis of the recreation experience preference scales. Journal of Leisure Research 28(3), 188–213.
21. Knopf, R. C., Driver, B. I, & Bassett, J. IL (1973). Motivations for fishing. In Transactions of the 28th North American Wildlife and Natural Resources Conference (pp. 191–204). Washington, DC: Wildlife Management Institute.
22. Manfredo, M.J. & Driver, B.L. (1996). Measuring leisure motivation: A meta-analysis of the recreation experience preference scales. Journal of Leisure Research 28(3), 188–213.
23. Hood, M. (1981). Leisure Criteria of Family Participation and Non-Participation in Museums. Technical Report. Columbus, OH: Hood Associates.
Hood, M. (1983). Staying away: Why people choose not to visit museums. Museum News, 61(4), 50–57.
24. Falk, J.H. (1993). Leisure decisions influencing African American use of museums. Washington, DC. American Association of Museums.
25. Moussouri, T. (1997). Family agendas and family learning in hands-on museums. Unpublished doctoral dissertation, University of Leiscester, Leicester, England.
26. Falk, J.H., Moussouri, T. & Coulson, D. (1998). The effect of visitors’ agendas on museum learning. Curator, 41(2), 106–120.
27. Paris, S.G. (1997). Situated motivation and informal learning. Journal of Museum Education, 22(2 & 3), 22–27.
28. Doering, Z.D. (1999). Strangers, guests or clients? Visitor experiences in museums. Curator, 42(2), 74–87.
Pekarik, A.J., Doering, Z.D. & Karns, D.A. (1999). Exploring satisfying experiences in museums. Curator, 42, 152–173.
29. Packer, J. & Ballantyne, R. (2002). Motivational factors and the visitor experience: A comparison of three sites. Curator, 45, 183–198.
30. Morris Hargreaves McIntyre (2004). Tate through visitor’s eyes. Technical Report. Manchester, UK: Morris Hargreaves McIntyre.
31. Bigley, J.D., Fesenmaier, D.R., Lane, M. & Roehl, W.S. (1992). The assessment of museum member motivations: A case study. In: A. Benefield, S. Bitgood & H. Shettel (eds.), Visitor Studies: Theory, Research and Practice, Vol. 4, pp. 72–81. Jacksonville, AL: The Center for Social Design.
32. I will assume that readers at this point are sufficiently familiar with the term free-choice learning so as not to need to extensively dwell on its definition. However, for those unfamiliar with this term, briefly, free-choice learning is the learning an individual does over the course of their life in which they get to exercise a strong measure of choice and control—choice and control over what, why, where, when, and how we will learn. The fact that free-choice learning happens, for the most part, outside of the imposed structure and requirements of schools, universities, or workplaces, makes it at once extremely interesting and chronically under-recognized and appreciated. For those wishing more information on free-choice learning, I’d refer them to Falk, J.H. & Dierking, L.D. (2002). Lessons without limit: How free-choice learning is transforming education. Lanham, MD: AltaMira Press.
33. Lewington, J. (1998). More Canadians pursuing informal learning, survey reveals. The Globe and Mail, November 11, A13.
Livingstone, D.W. (1999). Exploring the icebergs of adult learning: Findings of the first Canadian survey of informal learning practices. Canadian Journal for the Study of Adult Education, 13(2), 49–72.
34. Packer, J. (2006). Learning for fun: The unique contribution of educational leisure experiences. Curator, 49(3), 329–344.
35. Beard, J.G. & Maunier, R. (1980). Measuring leisure satisfaction. Journal of Leisure Research, 12, 20–33.
36. Holmes, L. (2000). Reframing learning: Performance, identity and practice. Presented at Critical Contributions to Managing and Learning: 2nd Connecting Learning and Critique Conference, Lancaster University, July 2000.
37. Falk, J.H. & Storksdieck, M. (in press). Science learning in a leisure setting. Journal of Research in Science Teaching.
38. Rounds, J. (2006). Doing identity work in museums. Curator, 49(2), 133–150.
39. Vygotsky, L. (1978). Mind in society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
40. Penuel, W. & Wertsch, J. (1995). Vygotsky and identity formation: A sociocultural approach. Educational Psychologist, 30(2), 83–92.
41. Lave, J., & Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge, U.K.: Cambridge University Press, p. 115.
42. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press, p. 239.
43. Ellenbogen, K. (2003). From dioramas to the dinner table: An ethnographic case study of the role of science museums in family life. Unpublished doctoral dissertation. Vanderbilt University, Nashville.
44. Falk, J.H. & Storksdieck, M. (2004). A Multi-Factor Investigation of Variables Affecting Informal Science Learning. Final Report to the National Science Foundation. Annapolis, MD: Institute for Learning Innovation.
Falk, J.H. & Storksdieck, M. (2006). Investigating the Long Term Impact of a Science Center on Its Community. Final Report to the National Science Foundation. Annapolis, MD: Institute for Learning Innovation.
Falk, J.H. & Storksdieck, M. (2005). Using the Contextual Model of Learning to understand visitor learning from a science center exhibition. Science Education, 89, 744–778.
Falk, J.H. & Storksdieck, M. (in press). Science learning in a leisure setting. Journal of Research in Science Teaching.
Falk, J.H. (2006). An identity-centered approach to understanding museum learning. Curator, 49(2), 151–166.
45. It should be noted for those who might have been following my writings on this subject for the past couple of years that I’ve relabeled the final category from Spiritual Pilgrims to Rechargers. In so doing, I’ve bowed to the persistent and legitimate concerns raised by friends and critics alike, accepting that my own very secular view of “spirituality” and “pilgrim” are not universally shared. I believe the term “Recharger” better captures the visitor motivations I wish to convey.
CHAPTER 3
1. Goffman, E. (1959). The presentation of self in everyday life. New York: Doubleday, p. 75.
2. Packer, J. & Ballantyne, R. (2002). Motivational factors and the visitor experience: A comparison of three sites. Curator, 45, 183–198.
Ballantyne, R., Packer, J. & Hughes, K. (2008). Environmental awareness, interests and motives of botanic gardens visitors: Implications for inter-pretive practice. Tourism Management, 29, 439–444.
3. Kaplan, S. (1995). The restorative benefits of nature: Toward an integrative framework. Journal of Environmental Psychology, 15, 169–182.
4. Kant, I. (1781/1997). Critique of pure reason. Cambridge: Cambridge University Press.
5. James, W. (1890). Principles of psychology, Vol I & II. New York: Holt.
6. James, W. (1890). p. 205.
7. Ashmore, R.D. & Jussim, L. (1997). Self and identity: Fundamental issues. In: R.D. Ashmore & L. Jussim (Eds.). Rutgers series on self and social identity (Vol. 1). Oxford: Oxford University Press.
Baumeister, R. F. (1999.) The nature and structure of the self: An overview. In: The Self in Social Psychology, R. F. Baumeister, ed., 1–20. London: Psychology Press.
Bruner, J. & Kalmar, D. (1998). Narrative and meta-narrative in the construction of self. In: Self-Awareness: Its Nature and Development, M. Ferrari and R. J. Sternberg, (eds.), 308–331. New York: The Guildford Press.
Gee, J.P. (2001). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99–125.
McAdams, D. (1990). The Person: An Introduction to Personality Psychology. Orlando, FL: Harcourt Brace Jovanovich.
Rounds, J. (2006). Doing identity work in museums. Curator, 49 (2), 133–150.
Simon, B. (2004). Identity in modern society: A social psychological perspective. Oxford, UK: Blackwell. Wenger, 1998.
Woodward, K. (2002). Understanding identity. London: Arnold.
8. Bruner, J. & Kalmar, (1998), p. 326.
9. Simon, B. (2004), p. 3.
10. Bronfenbrenner, U. (1979). The Ecology of Human Development. Cambridge, MA: Harvard University Press.
Holland, D., Lachicotte, Jr., W., Skinner, D. & Cain, C. (1998). Identity and Agency in Cultural Worlds. Cambridge: Harvard University Press.
Simon, (2004).
11. Gee, J.P. (2001). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99–125.
Hall, S. (1992). The question of cultural identity. In: S. Hall & T. McGrew (eds.), Modernity and its futures (pp. 273–326). Cambridge: Polity Press.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
Woodward, K. (2002). Understanding identity. London: Arnold.
12. Though most psychologists stop at these three “social science” levels of analysis, I’d suggest that there are also human “selves” at the “biological” level as well. These “selves” include our organs, tissues, and even the cells of our bodies; all of which have individual identities, all of which collectively influence our behaviors.
13. Bruner & Kalmar (1998). Narrative and meta-narrative in the construction of self. In: Self-Awareness: Its Nature and Development, M. Ferrari and R. J. Sternberg, (eds.), 308–331. New York: The Guildford Press.
Neisser, U. (1988). Five kinds of self-knowledge. Philosophical Psychology 1: 35–59.
14. Dweck, C. (2000). Self-Theories: Their role in motivation, personality and development. New York: Psychology Press.
15. cf., Cooper, C. R. (1999). Multiple selves, multiple worlds: Cultural perspectives on individuality and connectedness in adolescence development. In: A. Masten, (ed.), Minnesota Symposium on Child Psychology: Cultural Processes in Development, 25–57. Mahwah, NJ: Lawrence Erlbaum Associates.
McAdams, D. (1990). The Person: An Introduction to Personality Psychology. Orlando, FL: Harcourt Brace Jovanovich.
16. Calvin, W. H. (1997). How Brains Think. New York: Basic Books.
17. Was Macht eigentlich Martina Navratilova? (1996), Stern, 44, 250; translated by B. Simon (2004) 74.
18. Bruner, J. (1994). The ‘remembered’ self. In: U. Neisser & R. Fivush (eds.), The remembering self: Construction and accuracy in the self-narrative, pp. 41-54. New York: Cambridge University Press.
deCharms, R. (1968). Personal causation: The internal affective determinants of behavior. New York: Academic Press.
Simon, (2004).
19. Fiske, S.T. & Taylor, S.E. (1991). Social cognition (2nd ed.). New York: McGraw Hill.
Hoyle, R.H., Kernis, M.H., Leary, M.R. & Baldwin, M.W. (1999). Selfhood: Identity, esteem, regulation. Boulder, CO: Westview Press.
Maurus, H. & Wurf, E. (1987). The dynamic self-concept: A social psychological perspective. In: M. R. Rosenzweig & L.W. Porter (eds.), Annual Review of Psychology, 38, 299–337.
20. Higgins, E.T. (1987). Self-discrepancy: A theory relating self and affect. Psychological Review, 94, 319–340.
Markus, H. & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954–969.
21. Bandura, A. (1995). Introduction. In: A. Bandura (ed.), Self-efficacy in changing societies. New York: Cambridge University Press, p. 2.
22. For a reasonable overview of this remarkable body of work, I recommend two recent works by Bandura:
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Bandura, A. (2002). Growing primacy of human agency in adaptation and change in the electronic era. European Psychologist, 7, 2–16.
23. Stryker, S. (1987). The vitalization of Symbolic Interactionism. Social Psychology Quarterly, 50, 83–94.
24. Stryker, S. & Burke, P.J. (2000). The past, present, and future of an identity theory. Social Psychology Quarterly, 63, 284–297.
25. Bem, D.J. (1972) Self-perception theory. In: L. Berkowitz (ed.), Advances in experimental social psychology (Vol. 6. pp. 1–62). New York: Academic Press.
26. Simon, B. (2004). Identity in modern society: A social psychological perspective. Oxford, UK: Blackwell.
27. Simon, (2004), p. 45.
28. Linville, P.W. (1985). Self-complexity and affective extremity: don’t put all your eggs in one cognitive basket. Social Cognition, 3, 94–120.
Linville, P.W. (1987). Self-complexity as a cognitive buffer against stress-related illness and depression. Journal of Personality and Social Psychology 52, 663–676.
29. Linville, P.W. (1985). Self-complexity and affective extremity: don’t put all your eggs in one cognitive basket. Social Cognition, 3, 94-120.
Linville, (1987).
30. Simon, (2004), p. 46.
31. Simon, B. (1997). Self and group in modern society: Ten theses on the individual self and collective self. In: R. Spears, P.J. Oakes, N. Ellemera & S.A. Haslam (eds.), The social psychology of stereotyping and group life (pp. 318–335). Oxford, England: Basil Blackwell.
Simon, B. (1998). Individuals, groups, and social change: On the relationship between individual and collective self-interpretations and collective action. In: C. Sedikides, J. Schopler & C, Insko (eds.) Intergroup cognition and intergroup behavior (pp. 257–282). Mahwah, NJ: Lawrence Erlbaum.
Simon, B. (1999). A place in the world: Self and social categorization. In: T, R. Tyler, R.M. Kramer & O.P. John (eds.), The psychology of the social self (pp. 47–49). Mahwah, NJ: Lawrence Erlbaum.
Simon, B. & Oakes, P. (2006). Beyond dependence: An identity approach to social power and domination. Human Relations, 59, 105–139.
32. Cantor, N., Mischel, W. & Schwarz, J. (1982). A prototype analysis of psychological situations. Cognitive Psychology 14: 45–77.
Schutte, N.S., Kenrick, D.T. & Sadalla, E.K. (1985). The search for predictable settings: Situational prototypes, constraint, and behavioral variation. Journal of Personality and Social Psychology, 51, 459–462.
33. Dweck, C. (2000). Self-Theories: Their role in motivation, personality and development. New York: Psychology Press.
34. Wegner, D.M. (2002). The illusion of conscious will. Cambridge, MA: MIT Press.
Edelman, G. & Tononi, G. (2000). Reentry and the dynamic core. In: T. Metzinger (ed.), Neural correlates of consciousness: Empirical and conceptual questions, pp. 121–138. Cambridge, MA: MIT Press.
Freeman, W. (2000). How brains make up their mind. New York: Columbia University Press.
35. cf., Galaburda & Kosslyn, S.M. (2002). Languages of the brain. Cambridge, MA: Harvard University Press.
Lieberman, P. (2000). Human language and our reptilian brain: The subcortical bases of speech, syntax and thought. Cambridge, MA: Harvard University Press.
Pinker, S. The language instinct. New York: Harper Collins.
36. Gutman, J. (1979). A means-end chain model based on consumer categorization processes. Journal of Marketing 46(2), 60–72.
Reynolds, T.J. & Gutman, J. (1984). Laddering: Extending the Repertory Grid Methodology to construct attribute-consequence-value hierarchies. In: Personal Values and Consumer Psychology, Vol II., R. Pitts and A. Woodside (eds.). Lexington, MA: Lexington Books.
37. Falk, J.H., Heimlich, J. & Bronnenkant, K. (2008). Using identity-related visit motivations as a tool for understanding adult zoo and aquarium visitor’s meaning making. Curator, 51(1), 55–80.
38. Heimlich, J., Bronnenkant, K., Witgert, N. & Falk, J.H. (2004). Measuring the Learning Outcomes of Adult Visitors to Zoos and Aquariums: Confirmatory Study. Technical report. Bethesda, MD: American Association of Zoos and Aquariums.
39. Storksdieck, M. & Stein, J. (2007). Using the visitor identity-related motivations scale to improve visitor experiences at the US Botanic Garden. Paper presented at the Annual Meeting of the Visitor’s Studies Association, July 19, 2007, Toronto, Canada.
Nickels, A.L. (2008). An Exploration of Visitors’ Conservation Attitudes, Expectations, and Motivations at Three Informal Education Institutions in Newport, Oregon. Unpublished Master’s Thesis. Corvallis, OR: Oregon State University.
Stein, J. (2007). Adapting the visitor identity-related motivations scale for living history sites. Paper presented at the Annual Meeting of the Visitor’s Studies Association, July 19, 2007, Toronto, Canada.
40. J. Koke, personal communication, August 2008.
41. M. Storksdieck, personal communication, July 2008.
42. del Bosque, I. R. & Martin, H.S. (2008). Tourist satisfaction: A cognitive-affective model. Annals of Tourism Research, 35(2), 551–573.
CHAPTER 4
1. Hall, E.T. (1966). The hidden dimension. New York: Doubleday, p. 63.
2. For more information on the importance and role of advance organizers, see Falk & Dierking (2000), p. 117, 196–198.
3. Falk & Dierking, (1992; 2000).
4. For more information on these and other in-museum influences I would refer the reader to edited volume: Falk, J.H., Dierking, L.D. & Foutz, S. (2007). (eds.), In Principle-In Practice: Museums as Learning Institutions. Lanham, MD: AltaMira Press.
5. cf., Leinhardt, G., Crowley, K. & Knutson, K. (Eds.) (2002). Learning conversations in museums. Mahwah, NJ: Earlbaum.
Falk, J.H. & Adelman, L.M. (2003). Investigating the impact of prior knowledge, experience and interest on aquarium visitor learning. Journal of Research in Science Teaching, 40(2), 163–176.
Falk & Storksdieck, (2005).
6. Falk, J.H. & Balling, J.D. (1980). The school field trip: Where you go makes the difference. Science and Children, 18(3), 6–8.
Maestro, R.H., Gallego, P.M. & Requejo, L.S. (2007). The moderating role of familiarity in rural tourism in Spain. Tourism Management, 28, 951–964.
7. Timmer, J. (2007). Product loyalty: consumers mistake familiarity with superiority. Ars techinica. http://arstechnica.com/news.ars/post/20070605-product-loyalty-consumers-mistake-familiarity-with-superiority.html
8. Tom Krakauer, 1999. Personal communication.
9. Falk & Storksdieck, (2005).
Falk, J.H. (2008). Identity and the art museum visitor. Journal of Art Education, 34(2), 25–34.
Falk, J.H., Heimlich, J. & Bronnenkant, K. (2008). Using identity-related visit motivations as a tool for understanding adult zoo and aquarium visitor’s meaning making. Curator, 51(1), 55–80.
Falk, J.H. & Storksdieck, M. (in press). Science learning in a leisure setting. Journal of Research in Science Teaching.
10. My assumptions about the content of the exhibition are based upon looking up the exhibition online (http://www.nga.gov/exhibitions/2007/hopper/hopper_brochure.pdf) as well as fleshing out this view with comments provided about the exhibition by Mara’s partner, who I also interviewed.
11. See review by Bitgood, S. & Patterson, D. (1995). Principles of exhibit design. Visitor Behavior, 2(1), 4–6.
12. Serrell, B. (1998). Paying attention: Visitors and museum exhibitions. Washington, DC: American Association of Museums.
13. Falk & Storksdieck, (2005).
14. Falk & Dierking, (1992; 2000).
Ellenbogen, K.M., Luke, J.J. & Dierking, L.D. (2007). Family learning research in museums: Perspectives on a decade of research. In: Falk, J.H., Dierking, L.D. & Foutz, S. (eds.), In Principle, In Practice: Museums as Learning Institutions. Lanham, MD: AltaMira Press.
15. Dierking, L.D. &. Falk, J.H. (1994). Family behavior and learning in informal science settings: A review of the research. Science Education, 78(1), 57–72.
Falk & Dierking, (2000).
16. Falk & Dierking, (2000).
17. Matusov, E. & Rogoff, B. (1995). Evidence of development from people’s participation in communities of learners. In: J. Falk & L. Dierking (eds.), Public Institutions for Personal Learning, pp. 97–104. Washington, DC: American Association of Museums, p. 100.
18. Falk & Storksdieck, (2005).
19. Rounds, J. (2004). Strategies for the curiosity-driven museum visitor. Curator, 47(4), 389–412.
20. Rounds (2004), p. 389.
21. The challenge remains accurately gauging what an individual’s entering identity-related motivation is. This is where we get into trouble doing this task pro-actively rather than retroactively. Retroactively, it is easy to see where an individual’s tendencies lay. Pro-actively is much more challenging in large part because for many people, their true motivations lie below the level of consciousness and thus beyond their ability to articulate, let alone “know” their true feelings.
CHAPTER 5
1. Lewis, C.S. (1933). The Pilgrim’s Regress, Book 7. Grand Rapids, MI: Eardmans. p. 128.
2. Barry, L. & Parasuraman, A. (1991). Marketing services: Competing through quality. New York: The Free Press.
3. Lee, B.K. & Shafer, C.S. (2002). The dynamic nature of leisure experience: An application of Affect Control Theory. Journal of Leisure Research, 34(2), 290–310.
Lee, B.K., Shafer, C.S. & Kang, I. (2005). Examining relationships among perceptions of self, episode-specific evaluations, and overall satisfaction with a leisure activity. Leisure Sciences, 27, 93–109.
Mannell, R. & Iso-Ahola, S.E. (1987). Psychological nature of leisure and tourism experience. Annals of Tourism Research, 14, 314–331.
Stewart, W.P. (1998). Leisure as multiphase experiences: Challenging traditions. Journal of Leisure Research, 30(4), 391–400.
Stewart, W.P. & Hull IV, B.R. (1992). Satisfaction of what? Post hoc versus real-time construct validity. Leisure Sciences, 14, 195–209.
4. Graefe, A.R. & Fedler, A.J. (1986). Situational and subjective determinants of satisfaction in marine recreational fishing. Leisure Sciences, 8, 275–295.
Whisman, S.A. & Hollenhorst, S.J. (1998). A path model of whiteriver boating satisfaction on the Cheat River of West Virginia. Environmental Management, 22(1), 109–117.
5. Lee, B.K., Shafer, C.S. & Kang, I. (2005). Examining relationships among perceptions of self, episode-specific evaluations, and overall satisfaction with a leisure activity. Leisure Sciences, 27, 93–109.
6. e.g., del Bosque, R., Martin, H.S. & Collado, J. (2006). The role of expectations in the consumer satisfaction formation process: Empirical evidence in the travel agency sector. Tourism Management, 27, 410–419.
del Bosque, I. R. & Martin, H.S. (2008). Tourist satisfaction: A cognitive-affective model. Annals of Tourism Research, 35 (2), 551–573.
Yoon, Y. & Uysal, M. (2005). An examination of the effects of motivation and satisfaction on destination loyalty: A structural model. Tourism Management, 26, 45–56.
7. del Bosque, I.R. & Martin, H.S. (2008). Tourist satisfaction: A cognitive-affective model. Annals of Tourism Research, 35 (2), 551–573.
8. Harmon-Jones, E. & Mills, J. (1999). Cognitive Dissonance: Progress on a Pivotal Theory in Social Psychology. Washington, DC: American Psychological Association.
9. Merton, R.K. (1957). Social theory and social structure, revised edition. New York: Free Press.
10. e.g., Finn, P. (2006). Bias and blinding: Self-fulfilling prophecies and intentional ignorance. The ASHA Leader, 11(8), 16–17, 22.
Jussim, L. & Harber, K.D. (2005). Teacher expectations and self-fulfilling prophecies: Knowns and unknowns, resolved and unresolved controversies. Personality and Social Psychology Review, 9, 131–155.
Madon, S., Guyll, M., Spoth, R.L., Cross, S.E. & Hilbert, S.J. (2003). The self-fulfilling influence of mother expectations on children’s underage drinking. Journal of Personality and Social Psychology, 84, 1188–1205.
Wong, J.T. & Hui, E.C.M. (2006). Power of expectations. Property Management, 24, 496–506.
CHAPTER 6
1. James, W. (1890), p. 645.
2. Falk, J.H. & Dierking, L.D. (1997) School field trips: Assessing their long-term impact. Curator, 40(3), 211–218.
3. Anderson, D., Storksdieck, M. & Spock, M. (2006). Long-term impacts of museum experiences. In: J. Falk, L. Dierking and S. Foutz (eds.) In Principle, In Practice, pp. 197–216, Lanham, MD: AltaMira Press.
4. Medved, M., & Oatley, K. (2000). Memories and scientific literacy: Remembering exhibits from a science centre. International Journal of Science Education, 22(10), 1117–1132.
5. Falk, J.H., Scott, C., Dierking, L.D., Rennie, L.J. & Cohen Jones, M. (2004). Interactives and visitor learning. Curator, 47(2), 171–198.
6. McGaugh, J.L. (2003). Memory & emotion: The making of lasting memories. New York: Columbia University Press.
7. McGaugh, J.L. (2003).
8. Edelman, (1987).
9. Anderson, J.R. (1983). The architecture of cognition. Cambridge, MA: Harvard University Press.
Baddeley, A. (1994). Human memory: Theory and practice. Hillsdale, NJ: Erlbaum.
Barclay, Craig R. & Wellman, Henry M. (1986). Accuracies and inaccuracies in autobiographical memories. Journal of Memory and Language, 25(1), 93–103.
McClelland, J.L. & Rumelhart, D.E. (1985). Distributed memory and the representation of general and specific information. Journal of Experimental Psychology, 114, 159–188.
Neisser, U. & Hyman, Jr., I.E. (1999). Memory observed: Remembering in natural contexts, 2nd Edition. New York: Macmillan.
Rumelhart, D.E., Hinton, G.E. & McClelland, J.L. (1986). A general framework for parallel distributed processing. In: D.E.Rumelhart, J.L. McClelland & the PDP Research Group (eds.), Parallel distributed processing: Explorations in the microstructure of cognition (Vol. 1, pp. 45–76). Cambridge, MA: MIT Press.
10. Geertz, C. (1973). The interpretation of cultures. New York: Basic Books.
11. cf., Olson, S. (2002). Mapping human history: Genes, race, and our common origins. Boston: Mariner Books.
12. Anzai, Y. & Yokohama, T. (1984). Internal models in physics problem solving. Cognition and Instruction, 1, 397–450.
Chi, M.T.H., Feltovich, P.J. & Glaser, R. (1980). Categorization and representation of physics problems by novices and experts. Cognitive Science, 5, 121–152.
Larkin, J.H. (1983). The role of problem representation in physics. In: D. Gentner & A.L. Stevens (eds.), Mental models. Hillsdale, NJ: Earlbaum.
Trowbridge, D. & McDermott, L. (1980). Investigation of student understanding of the concept of velocity in one dimension. American Journal of Physics, 50, 242–253.
13. Vroom, V. (1964). Work and Motivation. New York: John Wiley & Sons.
14. e.g., Porter, L.W. & Lawler, E.E. (1968). Managerial attitude and performance. Homewood, IL: Irwin-Dorsey.
deCharms, R. (1968). Personal Causation: The Internal Affective Determinants of Behavior. New York, NY: Academic Press.
Pinder, C.C. 1984. Work Motivation: Theory, Issues, and Applications. Glenview, IL: Scott, Foresman and Company.
15. Oliver, R. L. (1980). A cognitive model of the antecedents and consequences of satisfaction decisions. Journal of Marketing Research, 17, 460–469.
16. del Bosque & Martin, (2008).
17. The same phenomenon goes by the name “Hawthorne Effect”; a term coined in 1955 by Henry A. Landsberger when analyzing older experiments from 1924-1932 GE’s Hawthorne Works.
18. Moerman, Daniel E. (2002). Meaning, Medicine and the ‘Placebo Effect.’ Cambridge, UK: Cambridge University Press.
Price, D.D., Chung, S.K. & Robinson, M.E. (2005). Conditioning, expectation, and desire for relief in placebo analgesia. Seminars in Pain Medicine 3(1), 15–21.
Thompson, W. Grant. (2005). The Placebo Effect and Health-Combining Science and Compassionate Care. New York: Prometheus.
19. Leuchter, A.F. (2002). Changes in brain function of depressed subjects during treatment with Placebo. American Journal of Psychiatry, 159, 122–129.
Mayberg, H., Silva, A., Brannan, S.K., Tekell, J.L., Mahurin, R.K., McGinis, S. & Jerbek, P. (2002). The functional neuroanatomy of the placebo effect. American Journal of Psychiatry, 159, 728–737.
20. Kelly, J.R. (1983). Leisure identities and interactions. London: George Allen & Unwin.
21. McGaugh, (2003).
22. Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy. Developmental Psychology, 25(5), 729–35.
deCharms, R. (1968). Personal causation: The internal affective determinants of behavior. New York: Academic Press.
Dweck, C. (2000). Self-Theories: Their role in motivation, personality and development. New York: Psychology Press.
McCombs, B.L. (1991). Motivation and lifelong learning. Educational Psychologist 26(2), 117–127.
Pearson, J. & Platt, M. (2008). Decision-making in the brain: Eavesdropping on neurons. Scientific American, August 5, 2008, (no page number), http://www.sciam.com/article.cfm?id=decision-making-in-brain&sc=rss
23. Pearson & Platt, (2008).
24. Perry, D. (1989). The creation and verification of a developmental model for the design of a museum exhibit. Unpublished doctoral dissertation. Indiana University.
25. Salami, H. (1998). Motivation and meaningful science learning in informal settings. Paper presented at the annual meeting of the National Association for Research in Science Teaching, April, San Diego, CA.
26. Rennie, L.J. & McClafferty, T.P. (1995). Using visits to interactive science and technology centers, museums, aquaria, and zoos to promote learning in science. Journal of Science Teacher Education, 6(4), 175–185.
27. Griffin, J. (1998). School-museum integrated learning experiences in science: A learning journey. Unpublished doctoral dissertation. University of Technology, Sydney.
28. Griffin, (1998).
29. It is worth noting that recent research in Israel has shown that children on field trips seemingly can be given too much freedom as well. Researchers Yael Bamburger and Tali Tal found that providing children with some structure seemed to facilitate children’s cognitive learning better than no structure at all or too many choices. Bamberger, Y. & Tali, T. (2007). Learning in a personal context: Levels of choice in a free choice learning environment in science and natural history museums. Science Education, 91(1), 75–95.
30. Falk, J.H. (2000). An investigation of the educational impact of a science center high-entertainment, multi-media theater experience. Unpublished Technical Report. Annapolis, MD: Institute for Learning Innovation.
31. Unfortunately, I don’t currently have the data to support this statement, but it makes me want to collect it to see if it’s true!
32. Sylwester, (1995); Calvin, (1997).
33. Calvin, (1997); Pearson & Platt, (2008).
34. Sylwester, (1995).
35. Rose, S. (1993). The Making of Memory: From Molecules to Mind. New York: Anchor Books/Doubleday.
Hilts, P.J. (1995). Memory’s Ghost: The Strange Tale of Mr. M. and the Nature of Memory. New York, NY: Simon & Schuster.
Sylwester, (1995).
36. Rose, (1993); Sylwester, (1995).
37. Aggleton, J.P., (ed.), (1992). The Amygdala: Neurological aspects of emotion, memory, and mental dysfunction. New York: Wiley-Liss.
38. Damasio, A.R. (1994). Descartes’ Error: Emotion, Reasons, and the Human Brain. New York: Avon Books.
Piaget, J. (ed. and trans.), (1981). Intelligence and affectivity. Their relationship during child development. Annual Reviews Monograph. Palo Alto, CA: Annual Reviews.
39. Damasio, (1994).
40. Ben-Ze´ev, A. (2000). The subtlety of emotions. Cambridge, MA: MIT Press.
Sylwester, (1995); Damasio, (1994).
41. Csikzentmihalyi, M. & Hermanson, K. (1995). Intrinsic motivation in museums: Why does one want to learn? In: J. Falk & L. Dierking (Eds.), Public institutions for personal learning. Washington, DC: American Association of Museums.
42. Lazarus, R.S. (1966). Psychological stress and the coping process. New York: McGraw-Hill, p. 16.
43. Turner, J.H. (2000). On the origins of human emotions: A sociological inquiry into the evolution of human affect. Stanford, CA: Stanford University Press, p. 59.
44. McGaugh, (2003).
45. Falk, J.H. & Gillespie, K. (in review). Measuring the relationship between emotion and learning in free-choice setting. Science Education.
46. Russell, J.A., Weiss, A. & Mendelsohn, G.A. (1989). Affect grid: a single-item scale of pleasure and arousal. Journal of Personality and Social Psychology, 57(3), 493–502.
47. Russell, J.A. (1979). Affective space is bipolar. Journal of Personality and Social Psychology, 37(3), 345–356.
48. cf., Falk, J.H. (2003). Personal Meaning Mapping. In: G. Caban, C. Scott, J. Falk & L. Dierking, (eds.), Museums and Creativity: A study into the role of museums in design education, pp. 10–18. Sydney, AU: Powerhouse Publishing.
49. Damasio, (1993).
50. Damasio, (1993).
51. According to Edelman, (1985), this is why dreams seem so nonsensical, it is because they are—dreams are mental patterns created in the absence of meaning-making external context.
52. Csikzentmihalyi & Hermanson, (1995).
Clifford, G. (1981). The past is prologue. In: K. Cirincione-Coles (ed.), The Future of Education: Policy Issues and Challenges. Beverly Hills, CA: Sage Publications.
Csikzentmihalyi, M. & LeFevre, J. (1989). Optimal experience in work and leisure. Journal of Personality and Social Psychology 56 (5): 815–822.
Ellis, G.D., J.E. Voelkl & C. Morris. (1994). Measurement and analysis issues with explanation of variance in daily experience using the Flow model. Journal of Leisure Research 26(4), 337–356.
53. Csikzentmihalyi, M. (1975). Beyond Boredom and Anxiety. San Fransisco: Jossey-Bass.
Csikzentmihalyi, M. (1990b). Literacy and intrinsic motivation. Daedalus, 119(2), 115–40.
54. Rohrkemper, M. & Corno, L. (1988). Success and failure on classroom tasks: Adaptive learning and classroom teaching. Elementary School Journal, 88, 297–312.
Csikzentmihalyi & Hermanson, (1995).
55. Csikzentmihalyi & Hermanson, (1995), p. 70.
56. Rounds, (2006). p. 138.
57. Rounds, (2006), p.
CHAPTER 8
1. Lewin, K. (1951). Field theory in social science; selected theoretical papers. D. Cartwright (ed.). New York: Harper & Row, p. 169.
2. Falk, J.H. & Sheppard, B. (2006). Thriving in the knowledge age: New business models for museums and other cultural organizations. Lanham, MD: AltaMira Press.
3. Treacy, M. & Wiersema, F. (1995). The discipline of market leaders. New York: Basic Books.
4. Falk & Sheppard, (2006).
CHAPTER 9
1. Falk, J.H. & Coulson, D. (2000). Preliminary Analysis of Second Telephone Survey California Science Center L.A.S.E.R. Project. Technical Report. Annapolis: Institute for Learning Innovation.
Falk, J.H. & Needham, M. (in prep). Analysis of the Third Telephone Survey of the California Science Center.
2. cf., Adams, G.D. (1989). The process and effects of word-of-mouth communication at a history museum. Unpublished master’s thesis, Boston University, Boston, MA.
Bosman, J. (2006). Advertising is obsolete. Everyone says so. Business, New York Times, January 23.
McLean, F. (1997). Marketing the museum. London: Routledge.
3. Packer, J. (2006). Learning for fun: The unique contribution of educational leisure experiences. Curator, 49, 329–344.
4. Falk, J.H. unpublished data.
5. Falk, J.H. unpublished data.
6. Falk, J.H. unpublished data.
7. Falk, J.H. unpublished data.
8. Falk, J.H. unpublished data.
9. Falk, J.H & Storksdieck, M. unpublished data.
10. Packer, (2006).
11. Falk, J.H. & Storksdieck, M. unpublished data.
12. Falk, J.H. unpublished data.
13. Falk, J.H. unpublished data.
14. Falk, J.H. unpublished data.
15. Falk, J.H. & Storksdieck, M. unpublished data.
16. And of course those who know me, know that I wear my “Spy” hat everywhere I go; so I must be “cool” too!
17. Falk, J.H. & Storksdieck, M. unpublished data.
18. Falk, J.H. unpublished data.
19. Packer, J. (2008). Museums as restorative environments. Paper presented at the Visitor Studies Association. Houston, TX, July 18, 2008.
Ballantyne, R., Packer, J. & Hughes, K. (2008). Environmental awareness, interests and motives of botanic gardens visitors: Implications for interpretive practice. Tourism Management, 29, 439–444.
Bennett, E.S. & Swasey, J.E. (1996). Perceived stress reduction in urban public gardens. HortTechnology, 6(2), 125–128.
Kaplan, S. (1995). The restorative benefits of nature: Toward an integrative framework. Journal of Environmental Psychology, 15, 169–182.
20. Falk, J.H. unpublished data.
21. Packer, J. (2008). Museums as restorative environments. Paper presented at the Visitor Studies Association. Houston, TX, July 18, 2008.
22. Falk, J.H. & Dierking, L.D. (2000). Learning from Museums. Lanham, MD: AltaMira Press.
23. It should be noted, there were longstanding reasons for limited African American use of the VMFA, much of it related to long term discrimination and racism in Richmond.
24. Dierking, L.D., Adams, M. & Spencer-Etienne, M. (1996). Final Report: Lila Wallace/Reader’s Digest Audience Development, Virginia Museum of Fine Arts. Unpublished Technical Report. Annapolis, MD: SLi.
CHAPTER 10
1. As quoted in Weil, S.E. (2002). Making museums matter. Washington, DC: Smithsonian Institution Press, p. 206.
2. Bandura, A. (1986). Social foundation of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall. See also discussion in Chapter 3.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
3. Zeldin, A.L., Britner, S.L. & Pajares, F. (2008). A comparative study of the self-efficacy beliefs of successful men and women in mathematics, science and technology careers. Journal of Research in Science Teaching, 45, 1036–1058.
4. Falk & Dierking, (2000).
5. Falk & Storksdieck, (2005).
6. Falk & Sheppard, (2006).
7. Falk, J.H. (1997). Testing a museum exhibition design assumption: Effect of explicit labeling of exhibit clusters on visitor concept development. Science Education, 81(6), 679–688.
8. Borun, M., Chamber, M.B., Dritsas, J. & Johnson, J.I. (1997). Enhancing family learning through exhibits. Curator, 40(4), 279–295.
9. www.Disneyinstitute.com
10. Morris Hargreaves McIntyre (2004). Tate through visitor’s eyes. Technical Report. Manchester, UK: Morris Hargreaves McIntyre.
11. cf., Falk & Dierking, (1992; 2000).
12. Luke, J.J., Dierking, L.D. & Falk, J.H. (2001). The Children’s Museum of Indianapolis Family Learning Initiative: Phase I Baseline Report. Unpublished technical report. Annapolis, MD: Institute for Learning Innovation.
CHAPTER 11
1. Weil, S.E. (2002). Making museums matter. Washington, DC: Smithsonian Institution Press, p. vii.
2. Falk, J.H. & Sheppard, B. (2006). Thriving in the knowledge age: New business models for museums and other cultural institutions. Lanham, MD: AltaMira Press.
Falk, J.H. & Dierking, L.D. (2008). Re-envisioning success in the cultural sector. Cultural Trends, 17(4), 233–246.
3. I would recommend Thriving in the Knowledge Age (Falk & Sheppard, 2006) and its extensive bibliography for those interested in pursuing more information on these two issues.
4. cf., Holden, J. (2006). Cultural value and the crisis of legitimacy: Why culture needs a democratic mandate. London: Demos. http://www.demos.co.uk/files/Culturalvalueweb.pdf
5. Weil, S.E. (1999). From being about something to being for somebody: The ongoing transformation of the American Museum. Daedalus, 28(3), 229–258.