National Writing Project

Cultural Landscapes for Literacies Learning: An Innovative Art Museum and Teacher-Research Community Partnership

Publication: The Missouri Reader: Journal of the Missouri Reading Association
Date: July 19, 2011

Summary: Two educators and researchers, one from a university teacher education setting and the other from an art museum, create museum-school partnerships. Drawing on sociocultural and ethnographic approaches, they argue that a co-expertise approach is required if the two institutional settings are to learn from each other and transform what is possible for the professional learning of teachers and students.

 

Excerpt from Article

Have you ever asked yourself what a museum and a teacher professional learning community partnership could learn together about what role inquiring practices play in professional learning? We did. We also wondered what professional learning could look like across life spans and ages of students, teachers and researchers. These questions and wonderings emerged from our shared research to examine the ways one of our region's public art museums could innovate how it works with teachers, and, in turn, how teachers learn to work with the art museum for their professional development and consequently the professional learning of their students."

Copyright © 2004. Missouri Reading Association. Reprinted with permission.
Cordova, Ralph A., & Murawksi, Michael. 2009. "Cultural Landscapes for Literacies Learning: An Innovative Art Museum and Teacher-Research Community Partnership" in The Missouri Reader: Journal of the Missouri Reading Association 34 (1-2): 9-28.

Download the Article

PDF Download "Cultural Landscapes for Literacies Learning: An Innovative Art Museum and Teacher-Research Community Partnership"

Related Resource Topics

© 2019 National Writing Project