Identifying user needs for teachers visiting museum websites

Bakalářská práce se zaměřuje na uživatelské potřeby učitelů navštěvujících muzejní weby. Práce zkoumá aktuální vztah učitelů k webovým stránkám muzeí a galerií. Teoretická část se věnuje spolupráci muzeí a škol, prezentaci muzeí na webu a současnému stavu poznání v této oblasti. Praktická část práce je tvořena kvantitativním průzkumem formou online dotazníku a analýzou získaných výsledků. Otázky se zaměřují na samostatnou důležitost webů pro učitele a obsah webových stránek, který by tuto důležitost umocnil. Z výzkumu vyplývá, že učitelé muzejní weby vnímají, uvědomují si jejich výhody a jsou ochotní využívat online obsah, který nabízí. Chybí jim ale dostatek potřebných informací o zveřejňovaných akcích a využití online obsahu, což má za následek upřednostnění jiných komunikačních kanálů. Muzea a galerie proto nemusí měnit celý koncept svých webů, musí pouze uvádět více důležitých informací o exkurzích a lépe učitele informovat, jak využít nabízené online materiály.The bachelor thesis focuses on the user needs of teachers visiting museum websites. The thesis explores the current relationship of teachers to museum and gallery websites. The theoretical part focuses on the collaboration between museums and schools, the presentation of museums on the web and the current state of knowledge in this area. The practical part of the thesis consists of a quantitative survey in the form of an online questionnaire and analysis of the obtained results. The questions focus on the independent importance of websites for teachers and the content of websites that would enhance this importance. The research shows that teachers perceive museum websites, they are aware of their benefits and they are willing to use the online content the museum websites offer. However, they lack the necessary information about the events posted and about the use of online content, resulting in a preference for other communication channels. Therefore, museums and galleries do not need to change the whole concept of their websites, they just need to provide more relevant information about field trips and better inform teachers how to use the online materials offered.Ústav informačních studií a knihovnictvíInstitute of Information Studies and LibrarianshipFilozofická fakultaFaculty of Art

Behind the Screens: Social Media Managers at Cultural Institutions

Social media managers may not be the first people that come to mind during a pandemic – their work is trivialized, undervalued, and denigrated as tasks any young person could perform. However, they are one of few, if not the only, information professionals at cultural institutions able to nurture scholarship, creativity, and imagination digitally during worldwide shutdowns. While library and museum staff believe social media is important (and will become even more so in the future) many organizations have no strategy for its use nor measure their efforts (Oosman et al., 2014; Aerni & Schegg, 2017; OCLC, 2018). In response to this absence of guidance, this study takes a practitioner-centered approach to learn how these communicators define, perform, and evaluate their work. This research uses longitudinal interpretative phenomenological analysis (LIPA) and dramaturgical metaphors to uncover and document social media managers’ lived experiences and the evolution of their role during the initial stages of the COVID-19 pandemic. Results are then used to inform a descriptive framework of social media work at cultural institutions and map participant descriptions of virtual content and programming to a continuum of institutional practices. These applications offer guidance for cultural institutions looking to better support their social media communicators and ultimately foster more meaningful engagement with broader audiences.Doctor of Philosoph

Behind the Screens: Social Media Managers at Cultural Institutions

Social media managers may not be the first people that come to mind during a pandemic – their work is trivialized, undervalued, and denigrated as tasks any young person could perform. However, they are one of few, if not the only, information professionals at cultural institutions able to nurture scholarship, creativity, and imagination digitally during worldwide shutdowns. While library and museum staff believe social media is important (and will become even more so in the future) many organizations have no strategy for its use nor measure their efforts (Oosman et al., 2014; Aerni & Schegg, 2017; OCLC, 2018). In response to this absence of guidance, this study takes a practitioner-centered approach to learn how these communicators define, perform, and evaluate their work. This research uses longitudinal interpretative phenomenological analysis (LIPA) and dramaturgical metaphors to uncover and document social media managers’ lived experiences and the evolution of their role during the initial stages of the COVID-19 pandemic. Results are then used to inform a descriptive framework of social media work at cultural institutions and map participant descriptions of virtual content and programming to a continuum of institutional practices. These applications offer guidance for cultural institutions looking to better support their social media communicators and ultimately foster more meaningful engagement with broader audiences