An Identity‐Centered Approach to Understanding Museum Learning

TLDR

Individuals enact multiple situational identities that shape motivations, thereby influencing behavior and learning. This paper argues that museum visitors’ identities, motivations, and learning are inextricably intertwined. The authors identify five museum‑specific identities—explorer, facilitator, professional/hobbyist, experience seeker, and spiritual pilgrim—that visitors may enact singly or in combination. Preliminary results indicate that these identity‑specific motivational categories may explain the long‑term learning impacts of a museum visit.

Abstract

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 various combinations of five museum‐specific identities, described here as: explorer; facilitator; professional/hobbyist; experience seeker; and spiritual pilgrim. Preliminary findings suggest that these identity‐specific motivational categories might help to explain the long‐term learning impacts of a museum visit.