Shaping Learning for Young Audiences

A Comparative Case Study of Children’s Texts from Two Parisian Museums

Bibliographic Data

ID15322934
AuthorsCaroline Lipovsky (0000-0002-7793-7809, The University of Sydney, corresponding author)
Year2020
Volume23
Issue2
Pages237-265
Publication date2020-07-02
Open AccessNo
TypeARTICLE
VenueVisitor Studies (JOURNAL)
Journal identifiersISSN: 1064-5578 • E-ISSN: 1934-7715
PublisherRoutledge (PUBLISHER • GB)
DOI10.1080/10645578.2020.1819744
OpenAlexW3092091928
LanguageEN
Citations received1
References cited17

With numerous museums currently targeting children and families, museum texts aimed at a young public are becoming increasingly frequent. There is little literature however concerning the ways in which those texts strive to shape children’s experience and understanding. Using children’s texts collected from two French museums, Paris’s Musée d’Orsay and Musée en Herbe, and drawing on Systemic Functional Linguistics theory, this study first seeks to explore the linguistic features of children’s texts. Using Legitimation Code Theory, the study also highlights and contrasts the ways in which the two museums’ practices and beliefs concerning their roles as learning institutions influence the texts they produce, in terms of both learning potential and interaction with their young audience

Art · Code (set theory · Legitimation · Linguistics · Pedagogy · Picture books · Political science · Sociology · Visual arts · Computer Science · Digital Storytelling and Education · Educator Training and Historical Pedagogy · Literacy, Media, and Education

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