Journal of Interpretation Research

Abstracts: Volume 14, Number 1 2009
RESEARCH
From Principle to Practice: Four Conceptions of Interpretation Gregory M. Benton, Ph.D. Assistant Professor of Recreation University of Arkansas Department of Health Science, Kinesiology, Recreation, and Dance (HKRD) 306 HPER Building Fayetteville, AR 72701 Abstract This multiple case study examined cultural interpretive programs for four different sets of goals or conceptions in a trickle-down effect from theory to practice. A proposed model, Four Conceptions of Interpretation, is based on foundational texts and empirical studies. The four conceptions are (a) connecting visitors to resources, (b) conveying agency mission and influencing behavior, (c) encouraging environmental literacy, and (d) promoting tourism outcomes. The data were examined for the presence of several different goals for interpretive practice. The study found that conception one was represented in all programs. Limited evidence of conceptions two, three, and four were found in participant recall. Although articulated in texts and training materials, evidence of the other conceptions’ goals were lacking from visitors’ short-term recall. This finding suggests that the practice of interpretation at the examined sites focused on conveying the seminal goal of connecting visitors to heritage resources. Living Heritage: An Experimental Model Mixing Heritage and Entertainment David W. Saxe Associate Professor Director, Heritage Initiative Penn State University 225 Chambers Building University Park, PA 16802 heritage@psu.edu The threshold between academic values and entertainment poses a dilemma for museum and historical-heritage site managers. When traditionalists hold sway, clutching to the high standards of decorum and dignity, this is a non-issue; entertainment has no place in the world of serious museum exhibition and historical interpretation. However, when the public enters the equation, the thing itself on display in a room full of other objects is often not enough to keep the public engaged (and visiting). The real issue is not so much the tension between traditionalists maintaining standards and the dignity of the institution facing off with other museum operators looking to reinvent and invigorate the discipline. The issue edges toward the bottom line: keeping the institution financially viable and healthy. Interpretation and Place Attachment: Implications for Cognitive Map Theory Dr. Mark Morgan Dept. of Parks, Recreation, & Tourism University of Missouri Columbia, MO 65211 Abstract Place attachment is a common expression used by individuals to identify with natural settings. Although resource meanings are hard for some people to describe, intangible values can play an important role in site visitation. The purpose of this study was to measure the effect of interpretation on place attachment; a relationship that has been speculated, but not tested. A questionnaire was administered to nearly 200 visitors who attended a wild cave tour at a state park in mid-Missouri. Results indicated that the naturalist-led program was successful, but the place attachment scores were similar before and after the tour. However, visitors who attended cave tours frequently scored higher on place attachment than first-timers. Results of this study are discussed in relation to cognitive map theory.
IN SHORT
Australian Postgraduate Theses in Interpretation, Tour Guiding, and Environmental Education Betty Weiler Tourism Research Unit Monash University PO Box 1071 Narre Warren, VIC 3805 Australia Tel 61 3 9904 7104 Fax 61 3 9904 7225 betty.weiler@buseco.monash.edu.au Rosemary Black School of Environmental Sciences Charles Sturt University Roy Ballantyne School of Tourism University of Queensland Abstract This research note presents a summary of a project that reviewed Australian postgraduate theses/dissertations completed to date on interpretation, tour guiding, and environmental education in Australia as one indicator of the state of research in these fields and as a basis for comparison with other countries. An inventory of 120 doctoral and masters-level theses completed in these three general topic areas found that nearly three-quarters were in environmental education, with two Australian states and two universities responsible for a disproportionate number of these. Projects relating to high school environmental education and studies of specific countries were prominent, while specific parks and nature-based settings dominated interpretation research. Australian social, political, and environmental factors help to explain the decline in masters and growth in doctoral research, and the shifts in topical focus over the 30-year period. Implications for both research and professional practice in interpretation are presented.
Abstracts: Volume 13, Number 2 2008
RESEARCH
The Interpretive Power of Setting: Identifying and Protecting the Interpretive Potential of the Internal and External Setting at Copan Archaeological Park, Honduras Christopher C. Mayer, Ph.D. 11 Calle 7-51, Zona 1 Ciudad de Guatemala, Guatemala humomono@yahoo.com 011-502-5073-0255 George N. Wallace, Ph.D. Colorado State University Dept. of Natural Resources Recreation and Tourism Room 231 Forestry Building Fort Collins, CO 80523-1480 970-491-5165 Fax: 970-491-2255 georgew@cnr.colostate.edu Abstract This study examined how differing levels of restoration and development within, and intensifying development adjacent to Copan Archeological Park would affect interpretive potential and the visitor experience at this World Heritage Site in Honduras. Surveys and interviews with visitors revealed that Latin Americans, North Americans, and Europeans all show a preference for a mixture of restored ruins and those being reclaimed by nature. Visitors described how this juxtaposition added to their experience. A majority of visitors indicated a strong preference for maintaining agricultural or forested lands between the park and the town of Copán Ruinas and described how the intensification of development would impact their experience. Implications for park management and interpretive planning are discussed and recommendations given. Protecting the interpretive potential of these settings will require interpreters to inform the protected area and local government planning decisions that will ultimately determine the content and quality of programmatic interpretation. Characteristics of Animals Used in Zoo Interpretation: A Synthesis of Research Nicholas E. Fuhrman Assistant Professor Department of Agricultural Leadership, Education, and Communication University of Georgia 116 Four Towers Building Athens, Georgia 30602-4355 Email: fuhrman@uga.edu Phone: (706) 542-8828 Fax: (706) 542-0262 Howard Ladewig Professor (retired) Department of Agricultural Education and Communication University of Florida 305 Rolfs Hall Gainesville, Florida 32611-0540 Email: hladewig@verizon.net Phone: 352-392-0502 Fax: 352-392-9585 Abstract Most research on the use of animals in zoo interpretation focuses on visitor knowledge and attitude change, with little emphasis on the characteristics of the animals used as interpretive tools. A synthesis of research was conducted to: (a) identify the characteristics of animals used as teaching tools in zoo interpretation and (b) determine the usefulness of such information to zoo and other non-formal interpreters. Most research on the use of animals in zoo interpretation involved large, active, exotic animals. Few studies have evaluated the effectiveness of native, locally relevant species as interpretive tools. When used in zoo interpretation, native species have the potential to help educators address locally relevant conservation issues. However, more research is needed on the use of locally relevant species in interpretation. Information on the effectiveness of native, readily available species would be useful to interpreters lacking the resources of larger zoos and using injured or imprinted local wildlife in education. Measuring Passenger Satisfaction of Interpretive Programming on Two Amtrak Trains in the Midwest: Testing the Expectancy Disconfirmation Theory Mark Morgan Associate Professor Department of Parks, Recreation, and Tourism 105 Natural Resources Building University of Missouri-Columbia Columbia, Missouri 65211 (573) 882-9525 markmorgan@missouri.edu Xiaodan “Dani” Dong Graduate Student Department of Parks, Recreation, and Tourism University of Missouri-Columbia Abstract The National Park Service (NPS) developed a partnership with Amtrak in 1994 to offer interpretive programming for train passengers on selected routes. Since its inception, over 1.5 million passengers have attended nearly 60,000 presentations delivered by park rangers or trained volunteers. On-board presentations create a unique opportunity for the NPS to interact with many individuals who are not traditional park visitors. For Amtrak, interpretation is a value-added service. The purpose of this study was to evaluate passenger satisfaction of NPS-led presentations on two trains in the Midwest during the summer of 2005. A field experiment was designed to compare the responses of passengers in treatment (n=72) and control (n=80) groups using expectancy disconfirmation theory. Passengers were satisfied with all aspects of the presentations, including interpreter characteristics, message quality, and program benefits. A Systems-Based Interpretive Planning Model that Links Culturally Constructed Place Meanings and Conservation Jon Kohl Interpretive Planner Fermata, Inc. jon@fermatainc.com Apdo. 12-2250, Tres Ríos, Cartago, Costa Rica Tel: +1-202-470-0817 Fax: +506-2278-0349 Ted Eubanks CEO & President Fermata, Inc. Houston, Texas, USA Abstract A principal function of heritage interpretation should be to link people and places in order to conserve those places. The motive to conserve does not arise only from within the interpretation field. Due to increasing urgency of biological and cultural heritage loss, the wider resource management field requires participation of all conservation-related tools, interpretation included. Any conceptual model concerned with integrating interpretation into conservation programs, then, must explain how interpretation’s central elements of place meanings and audiences directly contribute to conservation. This paper, then, presents a conceptual interpretive planning model that involves audiences in place conservation by leveraging culturally constructed place meanings (in an interpretive framework) to promote desirable actions that meet conservation objectives found in a place’s policy framework. It further describes how interpretive planning can facilitate people’s natural process of constructing meaning, that when combined with appropriate place-based cultural narratives, interpretive media, and conservation knowledge, can result in audiences’ increased likelihood to participate in conservation.
IN MY OPINION
Why We Should Communicate, Rather Than Interpret: A Reply Kim Sikoryak Chief of Interpretation & Education Intermountain Region National Park Service I read with interest the article by Levi Novey (Novey, 2008) in Volume 13, Number 1 of the Journal, in which he identifies several problems with interpretation and offers several potential solutions to address those problems. The “problems” and “solutions” cited are not new—and I believe that they proceed from faulty premises that would profit from a reply. After 30 years in the game, here are my thoughts.
IN SHORT
An Evaluation of a Headwaters Institute Watershed Seminar Marion B. Harrison Ph.D. Assistant Professor Department of Health, Leisure, and Exercise Science Appalachian State University Holmes Convocation Center ASU Box 32071 Boone, North Carolina 28608 Harrisonmb@appstate.edu (828) 262-6324 Fax: (828) 262-3138 Sarah Banks Ph.D. Assistant Professor Department of Health, Leisure, and Exercise Science Appalachian State University Abstract This research is an evaluation of a Headwaters Institute seminar. The Headwaters Institute is a non-profit organization whose mission is to provide education to professional river guides in order to encourage and empower guides to act as environmental interpreters. The ultimate goal of the institute is to inspire the clients of these river guides to care for and connect with the river environments. Using perceived specific teaching and motivation efficacy as outcome measures, pre- and post-tests indicate a significant increase in self-efficacy regardless of age, gender, or length of time in the profession. This research indicates that the seminars empower professional river guides to act as environmental interpreters.
Abstracts: Volume 13, Number 1 2008
RESEARCH
Practicing What We Preach Robin S. Grenier, Ph.D. The University of Connecticut Neag School of Education Department of Educational Leadership 249 Glenbrook Rd. Unit 2093 Storrs, CT 06269-2093 Phone: (860) 486-9201 Fax: (860) 486-4028 robin.grenier@uconn.edu Abstract Today, environmental, cultural, and historical sites are emphasizing educational and interactive visitor experiences. An institution’s educational philosophy should form the core of volunteer training and in turn be reflected in public programs. This comparative case study examined two training programs at a history and art museum. Data were collected through interviews, training/ promotional materials, and observations. Analysis revealed that the learning theory touted to volunteers for use with the public is not applied by educators during training. Findings suggest a need for aligning an institution’s educational philosophy with its training practices and assessing the impact of such alignment on volunteer training and program delivery. The State of Interpretation in Academia Brenda K. Lackey, Ph.D. Assistant Professor of Interpretation College of Natural Resources University of Wisconsin-Stevens Point Stevens Point, WI 54481 USA 715-346-2076 Fax: 715-346-3624 brenda.lackey@uwsp.edu Abstract This research reports on how future heritage interpreters are being trained in academic institutions in North America. Faculty and instructors from 130 colleges and universities were asked about the skills taught, textbooks used, types of degrees offered, certification, and accreditation. Respondents were asked about challenges to the profession and ideas for improving the academic arm of the profession. Colleges who responded teach interpretation courses in various academic disciplines around the continent, suggesting some inconsistencies for potential students interested in a professional career in interpretation. Challenges to the profession are discussed regarding the needs of future professionals in the field of interpretation and the potential need for academics to improve marketing of the profession and to collaborate more with professionals in the field who are interested in hiring the latest pool of graduates from colleges and universities.
IN MY OPINION
Should NAI Develop a Program to Accredit University Curricula? (Probably Not Just Yet) Sam H. Ham Troy E. Hall Department of Conservation Social Sciences University of Idaho In the United States, accreditation of academic programs focused on professional preparation is typically conferred by organizations that are closely associated with the field. The NAI represents such a body, as do organizations such as the National Recreation and Parks Association, which accredits parks and recreation curricula, and the Society of American Foresters, which accredits forestry and forest management academic programs. Typically, accreditation is conferred to an undergraduate degree program (BA or BS, for example), but accreditation of minors and options (or “emphasis areas”) also occurs. In all cases, accreditation requires an exhaustive review and evaluation of course requirements, number of teaching faculty members, space, facilities, equipment, and financial resources, as well as certain operational factors (such as record keeping, maintenance of confidential records, etc.). Certification and the National Park Service David L. Larsen National Park Service Training Manager for Interpretation and Education Stephen T. Mather Training Center The field of interpretation is transforming itself into a profession largely by establishing and measuring standards. The National Association for Interpretation (NAI), through a variety of certification programs, makes a huge contribution to the effort by establishing and applying benchmarks to a widely diverse and independent set of practitioners. Many National Park Service (NPS) employees benefit from NAI’s teaching and credentialing. At the same time, the NPS operates a different but also important Peer Review Certification Program. That program, part of the Interpretive Development Program (IDP), can trace its impetus to two primary forces: 1) the desire of NPS interpreters to improve their work and professionalize their place within the NPS, and, 2) the human resource requirements of the federal government. Why We Should Communicate, Rather Than Interpret: A Call to Arms Levi Novey levi.novey@gmail.com I became a national park ranger at age 19. I’m 28 now and have worked as a park ranger for six national parks, as a social science researcher for five others, and as a science communicator for a National Park Service natural resource inventory and monitoring network. I mention these things about myself because I began as a devout believer in interpretive philosophy as I learned it from the National Park Service (NPS). But now I have come to new conclusions about the problems faced by our field and how we should confront them. There is need for innovation.
IN SHORT
NAI’s Certification Program: A Decade of Growth and Change Lisa Brochu Associate Director National Association for Interpretation 888-900-8283 naiprograms@aol.com The National Association for Interpretation (NAI) began doing business under that name in 1988, following a consolidation of two organizations (Western Interpreters Association and Association of Interpretive Naturalists) that already had three decades of history behind them. For at least two of those decades, debates over the value of describing and promoting interpretation as a profession rose and fell among the members. When the two organizations became NAI, an important shift in the mission of the new organization took place, paving the way for this professional organization “to inspire excellence and leadership to advance heritage interpretation as a profession.” No longer could there be any doubt about whether it was the organization’s role to promote a growing profession, but the question of how to do that, specifically in regards to certification, was still a subject of debate.