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Item Guest Editor’s Introduction(Indiana University, 2014) Labode, Modupe; Program of Museum Studies, School of Liberal ArtsItem Art, Race, Space Symposium [Program](Indiana University, 2013-01-25) Museum Studies ProgramItem Starting with the Space: Integrating Learning Spaces and Technologies(2019-08-06) Gibau, Gina Sanchez; Kissel, Francia; Labode, ModupeTeaching introductory courses to college freshmen requires innovative pedagogies, which are often powered by new advanced technologies. In addition to the potential for increased student engagement promised by new technologies, instructors may also plan and deploy active learning strategies that first consider the physical spaces in which learning will take place. Effective pedagogies acknowledge both the impact that space has on student learning and the utility of both “low” and “high” technologies to facilitate such learning, merging the inherent power of each. The following case study provides the example of a themed learning community (TLC) as a vehicle through which instructors may maximize technologies and spaces to enhance the teaching and learning process. The case study highlights both the use of physical learning spaces (e.g., cutting-edge Mosaic classrooms; traditional classrooms; the off-campus settings of museums) and learning technologies (e.g., high technology tools such as image sharing software versus low tech white boards and paper-based pop-up museum exhibits) to illustrate the ways in which instructional teams collaborate to intentionally design meaningful learning experiences for their students.Item Engaging the Central Indiana Museum Community with Wikipedia(2022-04-29) Sinclair, Katelynn; Odell, Jere D.Many museums and other cultural heritage institutions have discovered the value of including Wikipedia in their strategies for public engagement. When a potential patron has a question about an historical or cultural heritage site, they may use a search engine, or an artificial intelligence (AI) assistant such as Siri to learn more. They probably click on the first result, often Wikipedia, and use that as their source of information. Wikipedia, therefore, is a tool that connects communities to cultural heritage and museums can benefit from it. For example, museums with digital collections, like the Met and the Smithsonian, have contributed images to Wikimedia Commons (the image server for Wikipedia) to expand their public audience. Others have hosted events for patrons to edit Wikipedia using the historical resources available at the museum. Some have even created positions to host or employ a “Wikipedian in Residence.” These programs, however, place a burden on museum professionals who already have many new skills to learn and duties to maintain. Central Indiana’s cultural heritage organizations are no exception. By pooling expertise from IUPUI University Library and local Wikipedia experts, barriers to participation in Wikipedia’s open knowledge projects can be lowered. This paper describes a program in development to foster a community of practice in the central Indiana gallery, libraries, archives, and museums (GLAM) sector to support Wikipedia initiatives. The paper presents a community engagement plan to learn more from local museums professionals about their past, current, and future interests in Wikipedia collaborations. One outcome of this plan will be events and training opportunities for both museums professionals and their communities. These Wikipedia meetups, training sessions, and edit-a-thons will help people learn more about their museums, communities, and the use of Wikipedia as a non-profit, community-maintained information tool. Many people may be interested in learning how to edit Wikipedia entries, but could be intimidated by the learning curve. If central Indiana museum professionals participate in the program described in this paper–for example, by contributing historical resources and co-hosting editing events, Wikipedia’s coverage of related topics will improve and local museums will benefit from new connections with the public.Item Visitor Experiences at Heritage Sites: A Phenomenological Approach(Sage, 1996) Masberg, Barbara A.; Silverman, Lois H.There is a surprising lack of understanding of visitors' perspective on the experience of visiting a heritage site. Previous studies used quantitative approaches that did not shed light on visitors' perspectives, terms, and meanings. Drawing upon the tradition of phenomenology, this exploratory study used qualitative research methods to examine college student visitors' perspectives on heritage sites they had visited. Respondents' experience was multidimensional: they emphasized activities in which they had engaged, their companions, site personnel they had encountered, and information learned during their visits. The results suggest a need for more careful site management (including the physical environment and site personnel) and changes in marketing, advertising, programming, and site missions. Further research on visitor experiences using phenomenological and qualitative approaches is needed.Item Sculpture in Gotham: Art and Urban Renewal in New York City(Public Art Dialogue, 2019) Holzman, LauraItem People + Property(The House Life Project, 2018) Brickwell, M; VanWinkle, T; Holzman, LauraItem Cultivating an Engaged Art History from Interdisciplinary Roots(Springer, 2021) Holzman, LauraItem A Question of Stature: Restoring and Ignoring Rocky(Public Art Dialogue, 2014) Holzman, LauraThis article examines 25 years of debate surrounding the Rocky statue, a bronze sculpture of fictional boxer Rocky Balboa that was created as a movie prop for Sylvester Stallone’s 1982 movie, Rocky III. After Stallone presented the sculpture as a gift to Philadelphia, local officials, residents and Stallone himself clashed over whether it belonged on display at the Philadelphia Museum of Art where countless individuals flocked to reenact Rocky’s iconic run up the museum’s steps. Critics who identified the statue as an advertisement for the film series or as a movie prop, but not as a work of fine art, argued that it would be more appropriately installed at the city’s sports complex. Traditional media outlets presented a reduced version of events that pitted everyday Rocky fans against elitist art snobs. The statue was linked to class-related conflicts in Philadelphia but it also played a role in the city’s attempt to navigate its relationship to an imagined cultural heritage. I propose that the case of the Rocky statue is more complex than the simple high/low dichotomy presented by journalists and agitated observers. Over time, the statue was transformed into a city icon that was first highlighted by, and then implicitly included in, Philadelphia’s tourism initiatives.Item Commentary: Reflections on the Adolescence of Meaning-Making(Exhibitionist, 2013) Silverman, Lois H.