Presentation of doctoral project at Tiedekulma, University of Helsinki, November 2016

1. Digital cultural
heritage knowledge in
school education
Inés Matres, History and
cultural heritage programme
Atomium by Cayetano,
flickr.com/photos/cayetano/251162329/
Lukio classroom by Inés Matres

2. Research
questions
 How do teachers manage to integrate both
heritage and digital literacy in their teaching?
 How do the digital tools and resources
available to students allow them to express
themselves?
 How do cultural institutions consider and
integrate the needs and activities of schools
in their own practice?

3. Methods
interviews
questionnaires
focus groups
class observation

4. Analysis Situational analysis, Adele Clarke, 2005
 Attempts to provide a less fragmented representation of
the inquired situation
 Studying „the action“, includes different narrative, visual
and historical discourses
 Participants are data sources who can address important
facets of the analysis
 The researcher constructs 3 maps of the situation:
Situational map,
Social world / arenas,
Positional map

5. Inquired situation
What if Goliath asked David for help...
David och Goliath. Användning. 1889, Nordiska museet,
http://digitaltmuseum.se/011023641240
The national library of Finland opens
copyrighted material to facilitate non-
traditional research situations...
 to expand knowledge about these
materials,
 to build models for similar use,
 to learn how to make the materials and use
more interesting.

6. National
library
Newspaper
publishers
Copyright
law
Digitisation
School
syllabus
Teachers Students
Attitudes
Researcher
Activities/
practice
Cultural
heritage
Research
Historical
newspapers
Modes of
presenta-
tion
User/
business
models
Needs/
suggestions
Situational
map
Classroom

7. Digital learning is something you do in the internet, probably, or using some
technical device [...] the teacher has prepared something for them beforehand,
in the net, [...]. My teaching relies much more on conversation, interacting. For
example when we do analyses from novels or poems, I want to hear what they
think, what is their interpretation. I do not necessarily want to read their
analysis, I want to discuss.
[About digital resources] I do not see it as a bad thing. For example pedanet or
the archives of the newspapers, they help me a lot, because there are
interesting materials, we use them as raw material
[About cultural heritage] it's something like suomenkieli kirjalisuus ja
identiteeti, the word identity, we have to discuss, and I want them to learn
something about what is it to be Finnish in this modern context, and what was
it back then, in the 19th century
This course language and identity, does come from the curriculum. [About the
topic: Karelianism] I thought that it would be useful for them, because next
year is their last year as pupils, they have the matriculation examination (YTL)
[...] there is at least one picture analysis. I always say, ‘if you have learned
something, for example picture analysis in art so use it, please'.
Social
world
Teacher

8. Use model
‘browser’
Activities /
practice
‘curator‘
Teacher
Reads up on current news preparing for class,
collects articles to bring to class to read and
discuss
Prepares the setting of the course, limits
sources / methods, students choose their
materials / research assignments
Has some knowledge of the material but has no
time to search for relevant materials
Sporadically uses it, has done some family
research on spare time
Suggests students to use it as source material,
materials can be used as information or
inspirational source
Position
analysis

9. ines.matres[at]helsinki.fi
learningstories.wordpress.com
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