A disaggregation and redesign of technological literacy: A design anthropological contribution to the innovation processes of the Danish Museum of Science and Technology
Authors
Siglev, Malte Lundby ; Svendsgaard, Rune
Term
4. term
Education
Publication year
2019
Pages
90
Abstract
Dette speciale udvikler et praktisk designværktøj, der skal støtte innovationsprocesserne på Danish Museum of Science and Technology. Afhandlingen undersøger teknologisk literacy – forstået som evnen til at forstå, bruge og forholde sig til teknologi – som et normativt mål for museets formidling og som udgangspunkt for kommende innovation. Undersøgelsen bygger på kvalitative feltstudier med interviews, observationer og en workshop som hovedmetoder. Teoretisk trækker specialet på actor-network theory (ANT), post-fænomenologi og Design Thinking: ANT bruges til at se på, hvordan mennesker, ting og praksisser hænger sammen; post-fænomenologi belyser, hvordan teknologi former menneskers oplevelser; og Design Thinking giver en praktisk, iterativ tilgang til udvikling. Analysen munder ud i et designværktøj, der bygger på fem parametre, som tilsammen udgør teknologisk literacy. Værktøjet kan bruges til at evaluere hele udstillinger eller dele af dem og sætte ord på, hvordan materielle og menneskelige aktører påvirker besøgsoplevelsen og formidlingen af teknologisk literacy. Specialet afslutter med fire cases, hvor værktøjet anvendes til at vurdere teknologisk literacy. Værktøjet er udviklet med reference til design theory of infrastructure for at kunne understøtte museets innovationsarbejde nu og fremover.
This thesis develops a practical design tool to support the innovation processes of the Danish Museum of Science and Technology. It examines technological literacy—understood as the ability to understand, use, and engage with technology—as a normative goal in the museum’s dissemination strategy and as a starting point for upcoming innovation. The study is based on qualitative fieldwork, using interviews, observations, and a workshop as the main methods. The analysis draws on actor-network theory (ANT), post-phenomenology, and Design Thinking: ANT helps map how people, objects, and practices are linked; post-phenomenology explores how technologies shape human experience; and Design Thinking provides a practical, iterative approach to development. The outcome is a design tool built around five parameters that together constitute technological literacy. The tool can be used to evaluate whole exhibitions or parts of them and to discuss how material and human actors influence visitors’ experiences and the communication of technological literacy. The thesis presents four cases applying the tool to assess technological literacy. The tool is developed with reference to design theory of infrastructure to support the museum’s innovation work now and in the future.
[This abstract was generated with the help of AI]
Keywords
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