Journal of Interpretation Research

Abstracts: Volume 12, Number 2 2007
RESEARCH
Isolating the Role of On-site Interpretation in a Satisfying Experience Sam H. Ham Department of Conservation Social Sciences University of Idaho, USA Tourism Research Unit Monash University, Australia sham@uidaho.edu Betty Weiler Tourism Research Unit Monash University, Australia betty.weiler@buseco.monash.edu.au Abstract The role of interpretation in tourist experience is widely acknowledged. However, little research has been conducted to directly document or precisely quantify the influence that the interpretive dimensions of experience have on tourist satisfaction. A purpose of this study was to determine whether these dimensions could be isolated and quantified in the experiences of 727 national and international tourists in the Panama Canal Watershed (PCW). Results revealed that the global satisfaction of PCW tourists was due primarily to their satisfaction with the interpretive dimensions of their visit, as opposed to other services and setting attributes. Respondents’ satisfaction with five interpretive services correlated more highly with a global satisfaction measure than did any of six non-interpretive services and explained nearly half the variance in global satisfaction. Respondents’ satisfaction with non-interpretive services explained only 23% of the variance. These findings suggest that the interpretive dimensions of tourist experience can exert a positive influence on global satisfaction. This relationship was especially strong for visitors traveling as part of a guided tour. Factor and reliability analyses confirmed validation of a single “interpretive satisfaction” construct, providing evidence that an interpretive dimension of tourist satisfaction can be empirically isolated. Practical implications and suggestions for further research are offered. Voices from the Profession: Principles of Successful Guided Cave Interpretation Penny Davidson, Ph.D. Senior Lecturer School of Environmental Sciences, Charles Sturt University P.O. Box 789 Albury, NSW, 2640, Australia pdavidson@csu.edu.au Tel: 61 2-60519764 Fax: 61 2-60519897 Rosemary Black, Ph.D. Senior Lecturer School of Environmental Sciences, Charles Sturt University P.O. Box 789 Albury, NSW, 2640, Australia rblack@csu.edu.au Tel: 61 2-60519983 Fax: 61 2-60519897 Abstract Cave tourism is a significant sector of natural area tourism in many parts of the world, and in most situations cave guides play an integral role in the visitor experience, providing interpretation and information. The field of heritage interpretation has a significant body of professional literature and practice, yet little relates to subterranean landscapes. This research explores the guided interpretive methods used and experiences created to interpret Australian tourist cave sites. It taps the voices of experienced Australian cave guides to identify the current personal interpretive practices and identifies some key principles for successful guided cave interpretation. This study is qualitative in nature and utilized a participatory workshop with experienced cave guides, followed by a formal peer feedback process. Nine principles were articulated through the research process. Ham’s (1992) four qualities of successful interpretation were affirmed and a further five principles emerged from the workshop discussions: group management, protection, two-way communication, holistic approach, and emotion. The first four principles are variously presented in the existing literature but the fifth, emotion, is less well articulated in the literature. Geointerpretation: The Interpretive Potential of Maps Heidi Bailey P.O. Box 194 Green Mountain Falls, CO 80819 719-684-2481 geointerpretation@yahoo.com David Smaldone, Ph.D. West Virginia University Recreation, Parks, and Tourism Resources Gregory Elmes, Ph.D. West Virginia University Geography Robert Burns, Ph.D. West Virginia University Recreation, Parks and Tourism Resources Abstract Interpretive centers are well-known sources of geographic information—providing visitors with maps and facts about noteworthy places. Yet research on the effectiveness of interpretation in conveying geographic information is limited. Managing natural and cultural resources creates a need to communicate to the public about these places at both small and large scales. This raises the question of how people perceive different types of spaces and how they learn geographic and spatial information. This paper reviews the literature on spatial cognition, providing a theoretical and empirical basis to suggest strategies for interpretation. The recommendations of this paper are to: 1) design geographic interpretation around the three components of spatial knowledge; 2) create interpretive maps by blending the principles of map and exhibit design; and 3) provide visitors with multiple opportunities to learn about a geographic setting. Maps have considerable potential as tools for connecting visitors to the meaning of places.
IN SHORT
Connecting to Home-Place through Community-focused Heritage Interpretive Planning Lesley P. Curthoys Associate Professor School of Outdoor Recreation, Parks, and Tourism Lakehead University 955 Oliver Road Thunder Bay, Ontario, P7B 5E1 lcurthoy@lakeheadu.ca Brent Cuthbertson Associate Professor School of Outdoor Recreation, Parks and Tourism Lakehead University 955 Oliver Road Thunder Bay, Ontario, P7B 5E1 brent.cuthbertson@lakeheadu.ca Julie Clark Independent educator, facilitator, and action researcher Box 614 Gibsons BC, V0N1V8 jules.a.clark@gmail.com Interpreters have a fundamental role to play in addressing the current ecological crisis. David Orr (1997) stated this crisis “is first and foremost a crisis of mind, perception, and values” and therefore an educational response is required (p. 238). What is necessary according to Orr is a transformation toward educational approaches that develop ecological literacy: the capacity and willingness to establish ecologically, socially, and economically sustainable patterns of existence that work for a particular region. Thus ecological literacy in action requires an understanding of home-place in particular, as opposed to understanding environment in the abstract. For as Snyder (1990) suggested, “It is not enough to just ‘love nature’ . . . . Our relation to the natural world takes place in a place, and it must be grounded in information and experience.” (p. 18) Adding to the significance of knowing local landscapes, Sobel (1996) argued that “authentic environmental commitment emerges out of firsthand experiences with real places on a small, manageable scale.” (p. 32) Yet research indicates that in North America the level of bioregional knowledge, as well opportunities to gain it through first-hand explorations, is rapidly declining (Louv, 2006). For example, one study indicated that the average child in the United States could identify 1,300 corporate logos, but only 10 plants and animals native to the bioregion (Lukas, 1996). If first-hand experiences provide the matrix for landscape caring and action, then the interpretive profession is obviously well positioned to take a leadership role the development of ecological literacy. Indeed, promoting a land ethic has been one of interpretation’s long-standing goals. However, while this specialized form of communication often delivers “take-home” messages addressing sustainability issues, interpretation deeply rooted in community life is just beginning to evolve. Engagement with everyday heritage is the cornerstone of community interpretation.