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Considerable overlap exists between the disciplines of library and information science and museum studies. Exploiting the overlap and examining those areas were library/museum instruction courses diverge may provide valuable insights for how to improve the quality of these courses and better prepare students for instructional roles in both disciplines.

Word frequency and thematic analysis of the instructional course descriptions for all 52 American Library Association-accredited Master of Library and Information Science programs in the USA and 49 museum studies and affiliated (e.g. MA in anthropology with museum studies concentration) programs is performed.

Each discipline has some specific language to describe tasks specific to itself (e.g. museums), but these comprise a small percentage of the total language usage. Among other terms and themes, overlap occurs at a rate of about 50%. The remaining 35-45% of terms and themes reveal areas that are emphasized in only one discipline, but could be beneficial to incorporate in the curriculum/content in both disciplines.

This research builds on a growing corpus of work demonstrating relations between museum studies and library and information science, and their status within a metadiscipline of information; this research presents a comparison of course content that may inform future curriculum/content development.

To the best of the authors’ knowledge, no study of this type has been performed with museum studies courses, nor has a comparison between the two disciplines been investigated at this level.

This paper aims to explore how digital technologies can transform the museum into an “interaction platform” able to play a key role in the value co-creation processes of the tourism destination.

The paper applies the “co-creation through interactions” perspective by Ramaswamy and Ozcan. Empirically, the paper is based on the methodology of single case study identified in MArTA, the well-known National Archeological Museum of Taranto (South Italy). Data collection has been implemented through interviews with key informants and secondary data related to online interviews, press release and reports.

Findings provide empirical evidence about the contribution that a digitalization strategy can create a “museum as a platform” in which the interactions between the museum, its stakeholders and other co-creation elements (interfaces, artifacts and processes) bring benefits in terms of tourism experiences and sustainable development of the destination.

This research highlights the cultural changes and the actions that museum management has to implement to properly benefit from digitalization and to transform the museum into a reference point for reflection and innovation.

Elements of originality can be found in (1) the exploration of the wide spectrum of benefits and innovations that digital technologies can offer to the museum-mediated interactions and (2) the contribution to the understanding of the museum as a digitalized “interaction platform” capable of supporting the processes of co-creation of value in the complex network of actors and objects of a tourism destination.

By extending the expectancy-disconfirmation theory and integrating the elaboration likelihood model, this study aims to explore the reference effects (i.e. disconfirmation and self-identity) and customer engagement that affect customer experience on satisfaction with a museum visit. The study is designed to test a dual-mediator mechanism involving disconfirmation and self-identity. The moderating role of cognitive, affective or behavioral engagements is also examined with the overall purpose to advance the understanding of customer experience in cultural consumption such as museum visits.

A self-administered field survey in two stages was carried out on visitors to the Hong Kong Museum of Art. A total of 465 valid response sets were used for analysis. Hypotheses were tested using confirmatory factor analysis, three-step mediation test, structural equation modeling and moderation regressions.

Disconfirmation and self-identity are found to be dual mediators in the experience–satisfaction relationship. Cognitive engagement reduces the effect of knowledge experience on disconfirmation and self-identity but increases that of the entertainment experience on disconfirmation and self-identity. Affective engagement amplifies the effect of knowledge experience on self-identity but mitigates the importance of entertainment evaluations.

Findings highlight the importance of both perceived knowledge and entertainment experiences in visitors’ evaluation of a cultural experience. Managers are suggested to craft promotional messages with the psychological appeal that connects visitors with museum services. Appropriate engagement tactics for museums can be developed to avoid overloading visitors with information.

Previous studies treat disconfirmation as the dominant reference effect in the formation of customer satisfaction. This study shows both disconfirmation and self-identity as dual reference effects that link the customer experience to satisfaction in the museum context, serving as a pioneer in defining how the influence of experience on reference effects varies depending on how customers are cognitively and affectively engaged in such context.

The purpose of this paper is to analyze the trends and potential research issues involved with library-supported mobile learning.

Publications in the Scopus database from 2007 to 2016 are analyzed on various aspects, such as the adopted research methods, technologies, participants, application domains and research issues.

In addition to the awareness of the increasing number of digital library-associated mobile learning in the past decade, there are several interesting findings in this paper, such as most research mainly focused on investigating the affective domain of participants and assessing the effects of mobile learning. Most of the library-supported mobile learning research was conducted at special libraries, followed by academic libraries.

Potential applications and research directions of library-supported mobile learning are suggested based on the findings of the present paper.

This paper provides insight in relation to library-associated mobile learning. The findings and suggestions can serve as a good reference for researchers and school teachers when conducting mobile learning studies and to develop quality learning activities with access to library facilities using mobile and wireless communication technologies.

The purpose of this paper is to examine how the emergent 3D interactive media technologies are used as a viable tool for enhancing visitors’ overall experiences at an exhibition entitled, 300 Years of Hakka Kungfu – Digital Vision of Its Legacy and Future (Hakka Kungfu Exhibition) – presented and co-organized by the Intangible Cultural Heritage Office of Hong Kong, International Guoshu Association and the School of Creative Media, City University of Hong Kong.

A questionnaire survey in both online and paper-based formats was used for identifying visitors’ experiences in the interactions with the multimedia technologies. For this research study, a questionnaire, consisting of 26 items, was set out to measure the visitors’ experiences at the Exhibition. Since the Exhibition was about presenting a centuries-old Chinese cultural heritage, Hakka Kungfu via the use multimedia technologies, in the context of establishing a dialogue between the past and present, the researchers included questionnaire items that were devoted to enquire about the level of understanding, knowledge and enjoyment, and visitors’ new knowledge about Hong Kong history and culture was successfully disseminated to the respondents at the end of the questionnaire.

A total of 209 completed questionnaires were collected at this Hakka Kungfu Exhibition. The findings reveal that the exhibits did attract people at all ages. This Exhibition gave the visitors a sense of interest and wonder in the object and information presented in the Exhibition. Findings of this study also reveal that this Exhibition has successfully attracted a large number of female visitors, as well as visitors who have never taken any martial arts training. In addition, visitors’ Exhibition experience was found to be memorable, as well as enjoyable. Furthermore, visitors’ experience within the Exhibition suggested that it was entertaining, as well as educational. By creating a long-lasting impact on the minds of these Exhibition visitors about the connections between and relevance of traditional Chinese Kungfu, their collective cultural identity, as well as the contemporary society we live in. The Exhibition exemplified the successful integration of the presentation of Kungfu as a form of cultural heritage with engagement-creating technology, in which technology is unobtrusive but effective.

Although it is already a global trend for the museums to integrate multimedia technologies into their exhibitions, research on the situation and feedback of multimedia technology used in the museum exhibitions in Hong Kong is scarce as well as scattered. Findings of this study could help identify various factors involved in audience participation, thereby exploring the possibility of building a contact point/space for traditional Chinese Kungfu as an intangible cultural heritage, via the integration of the latest media technologies. In particular, the development of multimedia technologies has become increasingly important to museums, and museum professionals have been exploring how digital and communication technologies can be developed to offer visitors a more interactive, personalized museum experience. In general, despite the growing interest in deploying digital technology as interpretation devices in museums and galleries, there are relatively few studies that examine how visitors, both alone and with others, use new technologies when exploring the museum contents.

As a federally‐funded independent granting agency, The Institute of Museum and Library Services (IMLS) became involved in digitization in the late 1990s when Congress gave it statutory authority to fund digitization of library and museum collections. Since that time, IMLS has funded more than 100 exemplary digitization projects through its National Leadership Grant program. Collectively, these projects have helped to identify best practices for the creation, management, preservation and use of digital content. Most importantly, they demonstrate the important role that museums and libraries can play in supporting both formal education and lifelong learning. Ultimately, this work will help libraries and museums to fulfill their roles as educational institutions. IMLS grants support the spectrum of learning from independent inquiry through formal education to the development of “learning communities.”

This article presents an ecologically informed approach for comprehending the nature of and perceived changes to the relationship between Indiana’s kindergarten-5 classrooms and public history institutions. This perspective offers a lens for understanding the degree to which public history institutions actualize social studies learning and how public policy currently influences their associations with kindergarten-5 classrooms. Consideration was given to how respondents reported exchanges with kindergarten-5 learners, elementary educators, and the extent to which state public history organizations encouraged schools to utilize their resources for extending social studies instruction outside of the classroom. Baseline data gathered in 2007 indicated that: (1) state public history organizations adapted their mission statements to better reflect federal and state educational policy and (2) federal and state educational policy were contributing to both children and teachers being left out of the museum experience. Based on the results, the authors call for sustained inquiry to ascertain the impact such changes are having on the status and quality of kindergarten-5 social studies instruction across the United States.

The purpose of this theoretical paper is to propose that museums can be useful sites in intervening the theory–practice divide in teacher education. The authors draw from their visit to the Center for Civil and Human Rights (CCHR or Center hereafter) to explore the potential of a local museum as a powerful intervention in the preservice teacher education theory/practice divide.

The authors’ theoretical framework draws off of “thinking with theory,” a method of using concepts to make sense of data by “plugging” a concept “into” data (Jackson and Mazzei, 2011). The authors believe that everyone, even their preservice teachers think with theories in an attempt to make sense of information and events. In their social studies methods courses, the authors offer readings, texts, videos and experiences that present ideas and concepts that are new to their preservice teachers in order to expose underlying theories that frame worldviews.

The authors provide four “snapshots” or findings. These include: heroification and villainification, White–Black binary and messianic meta-narratives, empathy and simulation and critical Black patriotism. Each of these snapshots is grounded in theories from scholars in the field of social studies, demonstrating one way to put theory to work.

As the aforementioned snapshots show, the authors found a place like CCHR that can serve as important space to think with theory and deconstruct presented narratives. The authors “plugged” concepts from social studies scholarship “into” the narratives presented at the CCHR. Specifically, the authors used villainification (van Kessel and Crowley, 2017), AsianCrit (Chang, 1993), Black Patriotism (Busey and Walker, 2017) and messianic narratives and martyrdom (Alridge, 2006).

The purpose of this paper is to present the concepts of the digital collection of Taiwanese technological artifacts and reliable industrial technology, to proceed with the digitalization of the collected objects and their related literature, and to classify the pictorial, written, audio, and visual information of the database of the relief printing technology into groups with the principle focus on the National Science and Technology Museum collection.

The paper describes the application of the Metalogy software to develop a system that would satisfy the museum's managerial staff, researchers, and general viewers' demands on the same management and learning module.

The paper shows that a competitive digital collection web site has been implemented for the museum learning system.

The paper describes a very practical and useful learning system for the museum digital collection. This database can be developed as a system for the museum's technological artifacts resource, and thus become a precious digital asset of technological artifacts in Taiwan.

Adolescents undoubtedly represent the future generation of adults who will be responsible for the preservation and management of heritage at local and national levels. It is essential to understand how to motivate and satisfy adolescents when visiting museums in their communities and beyond. A self-administered survey was conducted in 2016 with 360 adolescents who visited the Abgineh Museum of Tehran, Iran. Using descriptive statistics, Pearson’s correlation analysis and multiple linear regression analysis were used to interpret the findings, offering new insights into the subject. The study results suggest that travel and tourism companions influence adolescents’ motivations and satisfaction to visit museums.