21st Century Skills in Heritage

Workshop - register now

Simone Stoltz, Reinwardt Academy, The Netherlands

This workshop focuses on the skills one needs to function as heritage professional in the 21st century. During the workshop participants will discuss and reflect on defining 21st century skills for heritage professionals.

Current technological developments tend to sharpen our society and influence the way we live, work and educate ourselves. This also affects museums and the way museums contribute to society. Changes in society force museums to take on a new attitude towards their audience and their proposition in society. For most museums it could mean the end of existence if not adapting to this changing world (Black, 2012). Several authors note that museums are not responding sufficient enough to the changes in audience approach that the 21st century demands, although it is of great importance to secure the museums future existence (Black, 2012; Freeman et al., 2016; Raad voor Cultuur, 2015). All of these changes demand heritage professionals to have 21st century skills to function in this rapidly growing society.

The 21st century competences are generally characterised as being transversal, multidimensional and associated with higher order skills, which makes them not directly linked to a specific field but relevant across many fields (Gordon et al., 2009). Voogt and Roblin (2012) add that besides regarding the 21st century competences as the overall rationale and goals for learning, they could also be used to close the gap between the needs in society and the way in which these competences are implemented in a curriculum. There are several models developed on behalf of 21st century competences who all relate to these competences as generic skills, knowledge and attitudes that are necessary to succeed in the 21st century (Voogt & Roblin, 2012).
This research focuses on the skills one needs to function as heritage professional.

Bibliography:
Black, G. (2012). Transforming museums in the twenty-first century. Oxford: Routledge.

Dede, C. (2010). Comparing frameworks for 21st century skills. In J. Bellanka & Brandt, R. (Eds), 21st Century Skills (pp. 51-76). Bloomington: Solution Tree Press.

Dibbits, E. (2017). Uit de bubbel: Erfgoedprofessionals ten tijde van toenemende polarisatie. [Heritage professionals in times of increasing polarisation]. Boekman Extra: Erfgoedpraktijken Meerstemmig en digitaal, 7, 12-16. Retrieved December 20, 2017, from https://www.boekman.nl/sites/default/files/downloads/free_downloads/boekman/ bmextra_07.def_.pdf

Freeman, A., Adams Becker, S., Cummins, M., McKelroy, E., Giesinger, C., & Yuhnke, B. (2016). NMC Horizon Report: 2016 Museum Edition. Austin, Texas: The New Media Consortium. Retrieved December 20, 2017, from http://cdn.nmc.org/media/2016-nmc-horizon-report-museum-EN.pdf

Gordon, J., Halsz, G., Krawczyk, M., Leney, T., Michel, A., Pepper, D., Putkiewicz, E., & Wisniewski, W. (2009). Key competences in Europe. Opening doors for lifelong learners across the school curriculum and teacher education. Warsaw: Center for Social and Economic Research.

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Meijer-van Mensch, L. & Van Mensch, P. (2015). New trends in museology II. Celje: Dikplast.

Raad voor Cultuur. (2015) Agenda Cultuur 2017-2020 en verder. [Agenda Culture 2017-2020 and beyond]. Retrieved December 18, 2017, from https://www.cultuur.nl/upload/documents/ adviezen/Agenda-Cultuur.pdf

Santos, P.A., & Primo, J. (2010). To understand New Museology in the 21st Century. Cadernos de Sociomuseologia, 37(6).

Sherwood, K.E. (2009). Engaging audiences: report on the Wallace foundation arts grantee conference. New York: Wallace foundation.

Van Dijk, J. (2006). The Network Society: Social aspects of new media. (2nd edition). London: Sage Publications

Voogt, J. & Roblin, N.P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Curriculum Studies, 44(3), 299-321.