This component focuses on the function of information.
Information plays three roles in audience contacts:
provides for specific audience needs; offers orientation
which allows for audience choices; and supports the
interpretive opportunity.
Objectives
Upon completion of this component the learner will be
able to:
Use
information sources to meet audience needs, orient
audiences, and support the interpretive opportunity;
Discuss
links between information and interpretation;
Evaluate
sources of information.
Approach
This component can be learned by itself or with the
Quality Service component. Combined with Informal Interpretation,
the three establish the role of casual, unplanned contacts
in park settings. It is critical that the role of information
not be taken for granted. Information well delivered
and understood underpins all quality interpretation.
To recognize and seize the interpretive opportunity,
it is important that interpretation is understood as
described in Module 101--Fulfilling the NPS Mission: The Process of
Interpretation. In terms of that module, information
acts as the tangible. The interpretive opportunity occurs
when the information (the tangible) connects to broader
meanings and concepts (the intangible).
A.
Proper delivery and accurate information satisfies
audience needs, provides comfort, orients and removes
barriers, and allows the audience to progress toward
or reach an interpretive opportunity
B.
Supports agency mission and park policies
Examples:
1.
Organic act; Redwoods act: preservation and
use mission
2. current NPS policy
3. current NPS special initiatives
4. park policies and regulations
5. current park issues
C.
Meets audience needs for information
1.
sometimes providing information may be enough
2.
physical and mental comfort
3.
orientation that allows for audience choices
4.
safety issues
5. special services
6. foreign language
7. hearing/sight impaired
D.
Supports the interpretive opportunity
Information
can:
1.
be presented at increasingly complex levels
2. connect audiences with the meanings and
significance of the resource
II.
Gathering information
A.
Interpreter continually gathers information
for meeting audience needs
B.
Interpreter uses available sources:
1.
staff (supervisor, administration, fire
information officer, public affairs, resource
managers, concessionaires, dispatch, others)
2. library/study collection (journals,
periodicals, videos, books)
3. park neighbors
4. partner agencies
5. visitors
6. universities/experts
7. chambers of commerce, convention and
visitor bureaus, state tourism
8. computer data bases
9. compendium, superintendent's directives,
safety plan, etc
10. managers, scientists, researchers
11. others
III.
Evaluating sources Interpreter has a responsibility
to compare sources and check the quality of information
A.
Accepted
Would other professionals value this source?
B.
Accurate
Is the information correct?
C.
Current
Is the information still accurate?
D.
Thorough
Is important information left out?
E.
Objective
Does the information convey opinion?
IV.
Using the information network
A.
Interpreters are one part of the information
network
1.
NPS personal service
a.
maintenance and administrative staff
b. concession employees
c. cooperating association staff
d. contact station/visitor center
e. informal contacts
f. interpretive programs (talks, guided
walks, tours, campfire programs)
g. law enforcement contacts
h. community meetings
i. fee collection
j. sales outlets
k. public affairs
l. others
2.
NPS non-personal services
a.
park publications
b. video; CD-ROM
c. world wide web
d. waysides; exhibits
e. sales items
f. bulletin boards
g. signs
h. traveler information service (radio)
i. others
3.
Non-NPS
a.
welcome centers
b. television and radio
c. world wide web home pages
d. newspapers
e. periodicals
f. other land management agencies
B.
If any of these parts fail, the interpretive
opportunity is compromised. Accurate and inaccurate
information directly impacts visitor's experiences
and actions
C.
Staff need to be aware of, and communicate
with, other information providers
Each park has shared agency information, such as policies,
history, guidelines, Code of Federal Regulations, legislation.
These resources should be available in your park library,
visitor centers, headquarters offices, etc.
Each park has specific information, such as enabling
legislation, compendium, park policies, plans and standard
operating procedures. These should also be available
within the park.
In addition, local historical societies, libraries,
convention and visitor bureaus, etc, have relevant information.
Books
Interpreting for Park Visitors, William J. Lewis, Eastern
Acorn Press, 1980. Chapter 4, pp 58-65, (This chapter
discusses the importance of accuracy and diversity of
information).
POSitively Outrageous Service, T. Scott Gross, Mastermedia
Books, New York, 1991, (Strategies for quality customer
service, one at a time).
Take
a trip to a park to analyze information services
and get the perspective of a first-time visitor.
Complete successfully an "information scavenger
hunt" to find relevant information about the site.
Use information sources available to visitor contact
station staff to solve hypothetical visitor questions.
Use a list of typical questions asked by visitors
and try to gather that information through a number
of means, i.e. the phone, in person, etc., then
compare the success of accessing this information
via the different means.
Complete an assessment of your park's information
services, noting and suggesting corrections to deficiencies.
