Museums,Keyworkers and Lifelong Learning: A European Survey

This article reports on an investigation undertaken in six European countries on the theme of adults' involvement in the cultural life of their communities. A particular focus was placed on the role of keyworker and how such individuals provide a link between museums and communities. The survey team gathered information from museums on the nature and extent of provision for adult learning and the degree to which keyworkers had a part to play. It was subsequently found that most museums made no special provision for adult education although this pattern varied across countries. In those cases where some form of provision was made its quality had not been assessed. One outcome of the survey is that a small majority of museums do make use of keyworkers acting in a wide variety of roles. It also revealed that keyworkers lack sufficient training and support.     

Museums: Using Keyworkers to Deliver Lifelong Learning

The article describes a major study of the activities of keyworkers (mediators between museums and their public) within the context of museums' contribution to lifelong learning and to overcoming cultural exclusion. Field studies were undertaken in the UK, Ireland and Sweden based upon live projects with keyworkers who were subsequently interviewed about their roles, professional development needs and attitudes. In the UK, the Victoria & Albert Museum's keyworkers comprised youth workers, in Sweden they were traffic wardens and taxi drivers, and the Irish Museum of Modern Art worked with a group of elderly adults. From these studies, the research was able to articulate key recommendations for developing museum policy on keyworkers to enhance adult learning in and through museums.     

Engaging with animal-assisted interventions (AAIs): exploring the experiences of young people with ASD/ADHD diagnoses

Animal-assisted Interventions (AAIs) have been used as therapeutic interventions aimed at improving psychological well-being, often for young people with mental health and educational difficulties. This qualitative study explored how three students (male and female), aged 12–15 and with ASD and/or ADHD diagnoses experienced AAI at an alternative education provision. Semi-structured interviews with each participant were conducted and analysed using constructivist thematic analysis. Three themes and four sub-themes were identified. The themes were: (1) Self-esteem, with sub-themes motivation and reward, and self-awareness, (2) Emotional benefits with strategy building, and support and (3) Identification. Participants valued AAI as a positive intervention which aided their psychological well-being. Findings emphasise the effectiveness of AAIs for young people with neurodevelopmental disorders in both a therapeutic and an educational context.