Claire Byrnes Capstone

Annotated Bibliography

Bay, Ann. “Museum Programs for Young People: Case Studies.” eric.ed.gov/?id=ED090116.

This is a set of 14 case studies of young people in twenty-four American museums. Since it’s case studies, their source provides more specific information about these programs. The author writes about programs for young children and high school students, allowing me to understand a variety of programs. I found this source useful because it has information about the museums’ exhibits, staff, funding, and its coordination with schools. This source will be difficult to utilize though because it is a long document (almost 300 words) and since it was originally published in a book, not online, the font is difficult to read.

Bormann, Sarah Beth. “Teen programs : engaging adolescents in the museum setting.” San

Francisco State University Digital Repository, 2016, hdl.handle.net/10211.3/172971.

This source focuses on how and why museums interact with teenagers specifically. This source includes four case studies of museums in America with long-term teen programs and the themes that connect them. While this source is very long, there is a Table of Contents that will allow me to read the specific parts that I know will be helpful. This source will be very helpful in not only understanding long-term teen museum programs, but also their impact on the museum itself. This source also has interview questions that I can adapt to use when interviewing the teens involved in museums.

Dahl, Mette Irene. “Finding a new voice: lifelong learning experiences in museum

volunteering.” International Journal of Lifelong Education, 10 Jan. 2018, pp. 1–13., doi:10.1080/02601370.2017.1406546.

This article focuses on the aftermath of a volunteer’s time at a museum. These volunteers aren’t teenagers so it may not be applicable to my own Capstone, but this source provides me with information about how volunteering at a museum may affect their identity. By describing the experiences of different volunteers, this source is able to analyze their effect on the museum as a whole. I will use this source to better understand a volunteer’s impact on a museum which will develop into a conclusion for my Capstone. This source is an article by an independent researcher and has many references and data to reference.

Hoven, Kristy Van, and Loni Wellman. Recruiting and managing volunteers in museums a

handbook for volunteer management. Rowman & Littlefield, 2016, books.google.com/books?id=GQQsCwAAQBAJ&dq=teenage museum volunteers&lr=&source=gbs_navlinks_s.

This is a digital copy of a book written by museum studies alumni of Johns Hopkins University, an institution known for their research opportunities. This book, published recently in 2016, focuses on the process of volunteer recruitment, communication, and retention. Focused on non-profit volunteers, I will use this source to understand the culture behind volunteering through a business lens. Since this is just a preview of the book, which costs $16.50 and is not available at a free library, I can’t access all of its pages which will limit its usefulness. There is a Table of Contents which will allow me to pick and choose the sections to read.

Janes, Jennifer Elizabeth. “High school volunteerism, student docents, and the Sacramento

History Museum.” 14 Feb. 2012, hdl.handle.net/10211.9/1468.

This is a project exploring high school volunteer programs in history museums. This will be helpful because its focus mirrors mine - high school students and history museums. This source analyzes the best way to institute a high school volunteer program in a museum by using the Student Docent Program at the Sacramento History Museum as a case study. By using this project’s information backed up by the case study, I can agree with it that high school volunteer programs in museums focused on history are worthwhile and the museum’s staff should put forth time and energy towards developing these types of volunteer programs.

March, Kristina Marie. “Igniting the spark : the use of teenage volunteers in museums.” San

Francisco State University Digital Repository, 2013, sfsu-dspace.calstate.edu/handle/10211.3/130200.

This thesis examples the idea that teenagers can increase the value of a museum’s volunteer program. This source has case studies at 3 different science-based museums in the San Francisco Bay area and an informal survey of teenage volunteers. This source will be helpful to me because I will interview high school students at a few science focused museums and may adopt the survey questions to use in the interviews. The main reason this source will be helpful is its conclusion. This source ends with a set of guidelines for developing a successful volunteer program for teenagers in a museum.

Musick, Marc A., and John Wilson. Volunteers: A Social Profile. Indiana University Press,

2008, books.google.com/books?id=u8Tabf5HcRcC&source=gbs_navlinks_s.

This book is about volunteers themselves. By using information about volunteers at various museums (their race, gender, class, relationships, etc.) gained through a survey, this source will help me understand volunteers’ motivation for volunteering at museums. Since this is just a preview of the book, which costs $15.52, I can’t access all of its pages which will limit the amount of information I can access. There is a Table of Contents and a strong introduction which will introduce me to the book and allow me to pick and choose the exact sections I know will be useful for my Capstone.

Schwartz, Deborah F. “Dude, Where's My Museum? Inviting Teens to Transform Museums .”

www.mercermuseum.org/wp-content/uploads/2014/10/Dude-Wheres-My-Museum..pdf.

This is an article written by the president of the Brooklyn Historical Society and is reliable because of the author’s experience with museums and her use of footnotes and a bibliography. The author references many well-known museums in her article (the Museum of Modern Art, the Andy Warhol Museum, the Brooklyn Museum…) showing her expertise. This source is an opinionated piece, giving me the opportunity to understand someone’s actual opinion, rather than just information to cite. This article concludes with a set of guidelines for the museum community to engage teenagers. I can also use this source for its bibliography, to have more resources about youth programs in museums.

Szekely, Ilona. “Multiple Perspectives on Teen-Centric Art Museum Programs.” The

International Journal of the Inclusive Museum, vol. 5, no. 4, 2013, pp. 25–36., doi:10.18848/1835-2014/cgp/v05i04/44412.

This source focuses on how the involvement of teenagers in art museums has transformed their connection to the public. By exploring the historical context of teenagers’ relationship with museums, I will be able to understand the museums’ shift of focus from children to teenagers. This paper also discusses the implementation of technology in art museums which attracts teenagers to then stay and volunteer. This work is in the series “The Inclusive Museum” and was written by a professor at Eastern Kentucky University, a comprehensive institution. The author helped to establish several community arts organizations so I know she is experienced with the art community.

Verbanszky, Stephanie J. “Winning Over Tweens: Museum Programming for the Middle School

Audience.” 18 July 2006, pp. 1–111., library2.jfku.edu/Museum_Studies/Winning_Over_Tweens.pdf.

Divided into 13 sections, this study contains data from 8 focus groups of tweens to discover how their needs can be met in museums. This project’s research focuses on museums in California and uses psychology and neuroscience to understand tweens’ needs. The purpose of this study is to inform museum educators how to address the needs of tweens. The article’s main point is that through effective programming for tweens, museums can engage a large audience that will benefit the museums in the end. This project ends with an analysis of the important parts of successful tween programs and recommendations for museum educators.