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Introduction
Working with schools
Learning experiences for all
Finding a space
Designing and organising your activities
Administration
Fundraising
Information and support services
Education policy
Health and safety issues
Child protection
Working with volunteers
Dealing with problems
Skills and training
Resources and equipment
Handling collections and conservation
Step-by-step guide
Weblink index
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| Interpretation in the Museum |
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| Image: An interpretation board with 'layered' information and images. |
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With such a wide range of visitor groups using services, the interpretation on display boards around the museum must be accessible to all and must therefore be designed carefully. Try to take into account different ability levels and any disabilities.
You must ensure that the interpretation you have in the museum is multi-layered so that it is accessible for all the people that are using your site.
Go and read what you already have on display. Put yourself in the shoes of someone who doesn’t already know what the object is or its local history context. Is it really self-explanatory? Can a child read it on his or her own? If not is there extra information to fill in those gaps? Is there further information (perhaps in a booklet) for those who want a higher level of interpretation? Is it possible to extract the core information and put it into a separate paragraph written in larger text or simpler language to engage a younger or more challenging audience? Can the text be enhanced with interspersed photographs or other images?
If you are planning new information boards it is worth considering putting information in at least two levels. The initial short paragraph being at a reading level of, say a KS2 child and then further writing aimed at an adult. Try mixing words with photos and other images to break up the expanse of words which can be off-putting. Use diagrams and pictures instead of text where possible and use an attractive and easily readable font. Also, make sure that the colours allow for easy reading. Some colours can strain the eyes especially of those with visual impairment or at times of low natural light.
You may also consider putting special information panels in for children if you are likely to get a large number of school pupils through. This means that trails and worksheets are easier to design because pupils will automatically home in on the right information. If you are stuck with existing captions then putting up arrows or numbers to point the pupils in the right direction will help. (They can be put up with sticky-tack just before a visit and taken down afterwards if they look too intrusive).
When you are designing a trail for children remember to pick out information which is easy to find, easy to read, and not too high up! Get down on your knees to find out how accessible the information really is.
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