Additional
Full Performance Level Competency
Module
440: Effective Interpretation of Archaeological Resources
In response to the NPS Employee Training and Development
Strategy (1995), an interdisciplinary work group of
archeologists and interpreters developed a "shared-competency"
training module. Archeologists and interpreters will
be trained together in the skills and abilities needed
to carry out effective interpretation of archeological
resources. The module includes one component and eleven
sections: Purposes, Goal, Approach, Design, Participants,
Objectives, Topics, Delivery Modes, Competency Assessment,
Content Outline, and Developmental Activities.
Purpose
Archeology is the humanistic and scientific study of
ancient, historic, and modern cultures. Interpretation
provides opportunities to inform park visitors about
how and what has been learned from archeological study
concerning the ancient and/or historic past and what
meanings and significance they hold for visitors in
the present. Together, archeologists and interpreters
can help to ensure protection of the archeological record
for future generations.
Interpretation of the archeological record presents
to the audience a variety of perspectives to reach a
greater understanding and appreciation of past human
behavior and activities. Archeologists and interpreters
collaborate and use their knowledge and skills to create
opportunities for the audience to form intellectual
and emotional connections to the meanings and significance
of the archeological records and the peoples who created
them.
The shared competency does not replace the competencies
for either field; rather it complements and expands
basic competencies for archeologists and interpreters.
Archeologists
For the archeologist, this module develops a basic
foundation in the art and science of interpretation
that can be refined throughout one's career. It addresses
the archeologist’s obligation to provide public
interpretation and education opportunities to the ever-increasing
global visitor to ensure protection of America’s
archeological record now and into the future.
This module provides a foundation and principals to
help facilitate the visitors' intellectual and emotional
connections with the meanings and significance of archeological
resources and their stories.
Also addressed is the archeologist's responsibility,
working with interpreters, to provide interpretation
and education opportunities to increase public awareness
and develop a constituency who desires to protect the
archeological record of America's heritage.
Interpreters
For interpreters and education specialists, this module
provides knowledge of basic archeological methods, techniques,
and up-to-date interpretations of archeological data,
as well as the basic relationships of archeological
resource study and preservation to preservation laws.
The interpreter must use this knowledge in preparing
archeological programs to provide a cohesive presentation
of relevant ideas and accurate information in order
to maximize interpretive opportunities.
Goal
To create opportunities for audiences to learn about
archeological interpretations and how they are made,
to ascribe their own meanings to archeological resources,
helping to increase public understanding and concern
for preservation and protection of archeological resources.
The SHARED COMPETENCY to reach the goal:
Archeologists and interpreters work together to
provide effective and accurate interpretation of archeological
information and resources to the public.
Return
to the Top
Approach
Protection of America' s archeological resource is
dependent upon public recognition, understanding, and
stewardship. Through interpretation, visitors are afforded
opportunities to make emotional and intellectual connections
with archeological resources, which leads toward resource
stewardship.
This must be a joint venture (Adventure!) in professional
development. The archeologist must have a firm foundation
in and understanding of the purpose, philosophy, and
techniques of interpretation. The interpreter must have
an understanding of basic archeological principles and
techniques as well as up-to-date and accurate knowledge
of general American history and prehistory, and more
specific understanding of the archeological resources
in the park, cluster, or region where the interpreter
works. Together, both professions must create compelling
linkages to cultural resources based on current factual
research and creative interpretive techniques.
The public is largely unaware that cultural resources
are explicitly protected on federal lands. Knowledge
of the Federal laws and regulations will help interpreters
present them appropriately and inform the public about
the need for protecting and maintaining these resources.
Interpretive programs must have content based on acknowledged
archeological facts. Additionally, interpreters must
be aware of multiple points of view—for example,
scientific and traditional—and these points of
view must be considered and utilized in interpretive
programs to provide interpretive opportunities for many
audiences.
Interpreters and archeologists should develop and maintain
a dialogue so that interpreters gain knowledge of on-site
activities that inventory, monitor, collect, stabilize,
preserve, excavate, research, and curate cultural resources.
Interpreters may also become directly involved in these
activities as skill levels and time allow. Archeologists
and interpreters should analyze the potential impacts
of interpretive programs on the resources being interpreted.
Both disciplines need to balance visitor experience
by exposing visitors to on-site resources and the cumulative
impacts of visitation.
Design
This module has a three-part focus:
Interpreters gain knowledge of archeology necessary
to develop presentations and media about archeological
resources;
Archeologists gain the foundation of knowledge and skills
in interpretation necessary to develop interpretive
presentations and media about cultural resources; and
Both groups gain knowledge and skills through increased
dialogue and interactions between archeologists and
interpreters for joint development of effective interpretation
of archeology.
Participants
The shared competency is apropos for interpreters,
education specialists, and archeologists with responsibilities
for conveying archeological information in an interpretive
manner to a wide variety of audiences.
Return
to the Top
Objectives
A. Upon completion of the curriculum, archeologists
and interpreters will be able to:
-
Convey
archeological information to audiences in an understandable
and usable manner;
-
Identify
and appropriately present multiple perspectives,
or direct audiences to sources for discovering multiple
perspectives;
-
Work together to develop programs and texts about
archeological subjects; and
Develop presentations and/or media about archeological
subjects to a variety of audiences.
B. Upon completion of the curriculum, archeologists
will be able to:
-
Describe
how interpretation and education meet the NPS and
park mission and objectives;
-
Describe
ways in which meanings may be revealed by creating
linkages through tangibles and intangibles to the
archeological record;
-
Establish
a personal foundation to develop interpretive effectiveness
through understanding interpretive purpose and techniques;
-
Establish
a mission-driven approach to interpretation of archeological
resources, which incorporates both park management
outcomes and audience revelation, both of which
lead to enhanced stewardship; and
-
Explain
the interpreter's role to facilitate the visitors'
experience and relationship to the resource, and
how this relationship provides an opportunity for
stewardship.
C. Upon completion of the curriculum, interpreters
will be able to:
-
Demonstrate
an understanding of the basic principles of archeology;
Demonstrate knowledge of pertinent laws, regulations
and policies pertaining to archeological resources;
-
Present
programs with factual archeological content that
also present other points of view;
-
Demonstrate
knowledge of on-site resource preservation activities;
and
Explain the archeologist's role in interpretation
to facilitate the visitors' experience and relationship
to the archeological record, with an understanding
that interpretation moves beyond a recitation of
scientific data and chronologies.
Topics
The course of study addresses:
Basic archeological principles;
Basic, up-to-date and archeological interpretations
of American history and prehistory
Identifying appropriate information and concepts for
audiences;
Laws, regulations, and policies regarding cultural
resources protection and preservation;
Identifying multiple perspectives; comparing and understanding
scientific fact, tradition, lore, culture, and religion;
On-site involvement of audiences;
Philosophy of interpretation;
Basic interpretive skills and techniques;
Development of interpretive presentations;
Development of various interpretive media; and
Park interpretive themes.
Delivery
Training can consist of classroom lectures, courses,
workshops, videos, practical exercises, dialogue, self-study,
and interpretive products. Delivery modes can be local
or distance learning based.
Competency
Assessment
Assessment Standard: The interpretive program meets
the basic tests for accuracy and delivery. The archeological
program provides opportunities for the audience to form
intellectual and emotional connections with meanings
and/or significance of the resources being interpreted.
Note:
A course of study and peer review process
are both under consideration for this module, but
at this time are unavailable. As this information
becomes available it will be posted on the web, as will
parameters for those wishing to participate in the peer
review.
Available
Links
For additional information contact:
Barbara J.
Little
Archeology and Ethnography Program, NPS
1849 C St., NW, NC 210
Washington, DC 20240
202-343-1058 (voice)
202-523-1547 (fax)
John Jameson
Southeast Archeological Center (SEAC)
2035 E. Paul Dirac Drive
Suite 120, Johnson Building
Tallahassie, FL 32310
850-580-3011 x243
Return
to the Top
Last module update: September, 2002
Editors: Hembrey, Heather A. and Barbara
J. Little
|