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| Author(s): | Stephen Whittington; Kyle Bryner; Beverlye Hancock; Tina Smith | Title: | Supporting interdisciplinary teaching and research with the Museum of Anthropology’s Online Artifact Database |
| Published in: | Putting University Collections to Work in Teaching and Research – Proceedings of the 9th Conference of the International Committee of ICOM for University Museums and Collections (UMAC), Berkeley, USA, 10th–13th September 2009, pp. 105-112 |
| Full Text: |
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(urn:nbn:de:kobv:11-100181267)
xml (urn:nbn:de:kobv:11-100184351) |
| Fachgebiet(e): | Organisationen, Museumswissenschaft |
| Keywords: | Archaeology, Ethnography, Re:discovery |
| Organization: | International Committee for University Museums and Collections (UMAC) |
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| Abstract (eng): | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| We present a case study of how the Museum of Anthropology at Wake Forest University developed and implemented a database system and online information service to promote and preserve its collections and make information contained within its digital database freely accessible. The Museum of Anthropology received three Museums for America grants from the Institute of Library and Museum Services to address high-priority collections stewardship activities aimed at maintaining and improving the management of archaeological, ethnographic, and archival collections to fulfill its educational mission and strategic goals. The overall objective of the three-phase project is to provide broad public access to cataloging information and digital images for all objects and archival records in the collections through the web. As part of the project, we utilize methods to engage visual learners. We work with faculty members and primary and secondary school educators to introduce the teaching and research potential of the Museum of Anthropology’s Online Artifact Database; provide ideas for integrating museum objects into teaching and learning; and offer strategies for generating interdisciplinary thinking. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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