Purpose
In this component interpreters will gain an understanding
of how media is used to connect the meanings of the
resource and the interests of the visitor. Interpreters
will be able to select media based on strengths and
weaknesses and potential linkages each creates between
tangibles and intangibles. By applying this understanding
to their knowledge of the resource and knowledge of
the visitor, interpreters can choose an appropriate
media mix, and advise supervisors and managers of media
options.
Objectives
At the completion of this component, the learner will
able to:
Evaluate
existing media treatments for their effectiveness;
Recommend
the appropriate media to communicate interpretive
messages, for park, HFC, or contracted projects;
Participate
as part of a media development team.
Approach
In Module 101 of the Interpretive Curriculum, the "Interpretive
Equation" identifies the importance of balancing
audience, resource, and techniques. Interpretive media
provides an opportunity to address diverse learning
styles, provide uniform information, and reach more
people. Successful interpretive media arrange sometimes
complex and sophisticated elements (i.e., text, graphics,
objects, space, site resources) into relationships that
facilitate connections to the meanings of the resource.
Evaluating these complex relationships through assessment
of existing media is critical to both teaching and learning
the concepts in this component.
A. Environmental
B. Desired interpretive outcomes
C. Potential links between materials and meanings
D. Maintenance needs and abilities
E. Fiscal
F. Management constraints
G. Accessibility
H. Compliance
I. Staff abilities and numbers
II.
Publications
A. Site bulletins
B. Newspapers
C. Magazines and books
D. Rack cards
E. Brochures
F. Posters
G. Newsletters
H. Advantages of publications
1. portable
2. depth of subject
3. detailed reference information
4. different languages
5. present sequential or complex material
6. visitor reads at own pace
7. income source
8. revise at a reasonable cost
9. souvenir value
10. used before, during, after park visit
11. treat the same subject for different audiences
12. may be appropriate for stories lacking supporting
artifacts or photographs
I. Limitations of publications
1. discourage audience participation with lengthy
and/or complex texts
2. generally require that user be literate
3. require periodic revision to remain current and
accurate
4. can be a source of litter
5. may require facilities and maintenance (such
as dispensers)
J. Interpretive potential of publications
1. tangible, intangible, universal linkages
K. Typical uses of publications
1. orientation and route information
2. mail-out for pre-site planning
3. quickly changing resource information
4. seasonal information
5. marketing
6. safety and activity information
7. self-guided walks/tours
III.
Waysides
A. Orientation panels at trailheads
B. Safety and resource management trailside panels
to interpret buildings, locations, features
C. Advantages of waysides
1. available 24 hours a day
2. use real objects and features in their own setting
3. can be designed to blend with the site environment
4. provide on-site interpretation of specific sites
and stories
5. can depict a place as it appeared many years
before
6. can show a feature from a view unattainable by
visitors
7. can illustrate phenomena that invisibly affect
a resource
8. establish a park identity at remote, un staffed
locations
9. alert visitor to safety or resource management
issues at the point of danger or environmental impact
10. some media can be replaced relatively quickly
and inexpensively
D. Disadvantages of waysides
1. limited amount of text and graphics per panel
2. may not work well for complex subject matter
3. to some degree intrude on a park's visual landscape
4. information can become obsolete
5. material can be relatively expensive to replace
6. may not be practical at sites with climatic or
environmental extremes
7. susceptible to vandalism
8. expensive site preparation may be needed at some
locations
E. Interpretive potential of waysides
1. tangible, intangible, universal linkages
F. Typical uses of waysides
1. along walking routes in historic areas
2. trailside areas to point out particular features
3. trailheads
4. boat ramps and picnic areas
5. in combination with bulletin boards
a. multimedia format reaches multiple learning
styles and interests
b. viewed at visitor's own pace
c. designed in all shapes, sizes, colors and textures
d. display objects associated with the site
e. incorporate artifacts, resource features, or
mixed media to produce desired atmosphere and
effects
f. transcend language and cultural barriers
g. promote visitor participation
h. designed for both indoor and outdoor applications
i. well suited for ideas which can be illustrated
graphically
j. permanent exhibits can be grouped with rotating
or seasonal temporary displays to provide a sense
of change
k. provide experiences of varying complexity,
allowing visitors to select the depth of their
involvement with the information
9. limitations of exhibits
a. are sensitive to agents of deterioration
b. require security and maintenance
c. must be housed in adequate facilities
d. visitor interest is not always linear
e. are limited by the artifacts and materials
of which they are made
f. exhibit materials may have high commercial
value, making them targets for theft
g. curatorial standards for exhibit of collection
items must be met
h. can be very expensive
i. inexpensive may look amateurish
j. technology and materials can overwhelm the
message
k. can compete with park resources for the visitor's
time and attention
10. interpretive potential of exhibits
a. tangible, intangible, universal linkages
11. typical uses of exhibits
a. visitor centers
b. museums
c. galleries
d. contact stations
e. nature centers
f. environmental education centers
g. traveling/off-site
H. Audiovisual and electronic media
1. slide programs
2. CD-ROMs
3. movies
4. oral history tapes
5. video projection
6. interactive computer displays
7. World Wide Web pages
I. Advantages of audiovisual and electronic media
1. capture realism and provide emotional impact
2. reach many visitors at one time
3. well suited to the presentation of chronological
and sequential material
4. provides opportunities for dramatization
5. portable for off-site use
6. provides views of places, animals, plants, and
seasons otherwise unavailable or inaccessible
7. create a mood or atmosphere
8. adaptable can be adapted to provide service for
physically impaired visitors
9. illustrate before-and-after affects
10. produce in different languages
11. excellent educational outreach tool
12. potential sales item
J. Limitations of audiovisual and electronic media
1. cannot be used everywhere
2. require back-up equipment, periodic maintenance,
and regular monitoring
3. may be visual or auditory intrusion
4. offer little opportunity for visitors to browse
or study an item in depth
5. repetitious sound tracks can stress staff
6. production and maintenance costs can be expensive
7. people usually have high expectations of audiovisual
media; low-budget products can fall short of expectations
8. can potentially compete with actual park experiences
for visitor's time and attention
9. may be difficult to provide large amounts of
information
10. difficult and expensive to update
K. Interpretive potential of audiovisual and electronic
media
1. tangible, intangible, universal linkages
L. Typical uses of audiovisual and electronic media
1. visitor center auditoriums
2. orientation to a site
3. pre-site information and marketing
4. interactive exhibitry
5. information stations
6. exterior audio stations
Choosing Appropriate Media, Attached as Supplemental
Reading. Compiled, 1997.
Creating Environmental Publications, Jeffry Zehr, Michael
Gross, and Ron Zimmerman, UW-SP Foundation Press, Inc.,
1991. More of a how-to, but valuable in the many examples
provided.
The Interpreter's Handbook, Russell K. Grater, Southwest
Parks and Monuments Association, 1976. Chapters 6 and
9.
Interpreting the Environment, Grant W. Sharpe, John
Wiley and Sons. 1976. Chapter 5, 13, and 16.
Interpretive Centers: The History, Design and Development
of Nature and Visitor Centers, Michael Gross and Ron
Zimmerman, The Interpreter’s Handbook Series,
2002. This book contains more than 650 full-color photos
and graphics, and case studies featuring 125 interpretive
centers.
The
Interpretive Process Model, 2002. The Interpretive
Process Model furnishes a sequence of activities with
which an interpreter can develop opportunities for their
audiences to make emotional and intellectual connections
to the meanings of the resource as well as cohesively
develop an idea or ideas that are relevant to the resource
and the audience.
Matching Media and Need,
Interpretive Skills II, Lesson Plan 2, L. Young and
N. Dickey, 1992.
National Park Service Publications Profile, Division
of Publications, National Park Service, Interpretive
Design Center, Harpers Ferry, WV.
Presenting Archaeology to the Public, John H. Jameson,
Jr., ed, 1997. Altamira Press, Walnut Creek, CA. Chapter
7-Sites Without Signs, by Karen Lee Davis
Signs, Trails and Wayside Exhibits, Suzanne Trapp,
Michael Gross, and Ron Zimmerman, 1994. UW-SP Foundation
Press, Inc. More of a how-to, but valuable in the many
examples provided.
Wayside Exhibits, Division of Wayside Exhibits, National
Park Service, Interpretive Design Center, Harpers Ferry,
WV, 1996.
World
Wide Web
Waysite, Division of Wayside Exhibits web site, www.nps.gov/waysite
Suggested
Developmental Activities
1. Identify an interpretive need that is not currently
addressed by media in your park. Identify and analyze
alternative media treatments for this message by addressing
the following questions:
--How could your message be conveyed by two different
types of interpretive media? What would be the advantages
and disadvantages of using these media types to convey
your message?
--What logistical constraints would influence your
final interpretive medium choice (available funding,
special legislation such as wilderness, compliance
issues, safety, resource degradation, etc.)
--Choose your recommended medium and write a brief
paragraph supporting your decision.
2. Interview someone who has participated on a media
development team or has developed media in your park
or in a nearby park or museum. Ask them how they selected
their media. What did they learn about the selection
process that provides you insights?
3. Check with your division chief or regional/support
office interpretive specialist to find a park that is
currently developing media. Ask to participate in planning
and review meetings.
4. Use the attached Media Evaluation Form (Attachment
A) to evaluate media at your park or some other site.
Is the content relevant? Well written? Is the information
current? Does the content reflect multiple points of
view?
Does this product as a whole effectively link tangible
resources with intangible meanings and/or universal
concepts?
Is the medium appropriate for the message? Why? Why
not?
Does the design contribute to the overall interpretive
effectiveness? Why/why not?
Does the text communicate effectively? Does it provide
intangible links and demonstrate good interpretive principles?
Is it understandable to general audiences? Are sentences
clear and concise?
Do the graphics complement the message that is communicated
by the medium?
Assess the lifespan of the medium:
(What problems do you think may arise? Are there potential
or preventable problems?)
Have accessibility issues (Uniform Federal Accessibility
Standards, Americans with Disabilities Act) been considered
and addressed? How? Other comments or observations related
to this evaluation:
