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Curator The Museum Journal is a peer-reviewed journal published by Wiley, covering Museums and Cultural Heritage, Cultural Heritage Management and Preservation, Conservation Techniques and Studies.
| Publisher | Wiley |
|---|---|
| Reference style | Author–year (Chicago) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Curator The Museum Journal 12 (3): 45–58.
Formats any DOI in Curator The Museum Journal style. No sign-up. |
| Publishes research in | Museums and Cultural Heritage Cultural Heritage Management and Preservation Conservation Techniques and Studies Cultural Industries and Urban Development Animal and Plant Science Education |
| ISSN | 0011-3069 |
| Citation impact (2-yr) | 0.63 |
| h-index | 63 |
| i10-index | 453 |
| Total citations | 21,222 |
| Article processing charge | $2,630 |
| Top institutions publishing here | American Museum of Natural History |
| Journal website | onlinelibrary.wiley.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
ABSTRACT This article presents results from an ongoing research project that investigates the experiences visitors find satisfying in museums. Using a list constructed from interviews with visitors and surveys, data were obtained from visitors in nine Smithsonian museums. Analysis of the results showed that experiences can be classified into four categories: Object experiences, Cognitive experiences,…
Abstract It has been argued that visitors' pre‐visit “agendas” directly influence visits. This study attempted to directly test the effects of different museum visit agendas on visitor learning. Two new tools were developed for this purpose: (1) a tool for measuring visitor agendas; and (2) a tool for measuring visitor learning (Personal Meaning Mapping). Visitor…
ABSTRACT Museums invest considerable resources in promoting and supporting elementary‐school field trips, but remain skeptical about their educational value. Recent cognitive psychology and neuroscience research require a reappraisal of how and what to assess relative to school‐field‐trip learning. One hundred and twenty‐eight subjects were interviewed about their recollections of school field trips taken during the…
Abstract This paper advances the thesis that museum visitors' identities, motivations and learning are inextricably intertwined. All individuals enact multiple identities, many of which are situational and constructed in response to a social and physical context. Identity influences motivations, which in turn directly influence behavior and learning. Visitors to museums tend to enact one or…
