Identification as Civic Literacy in Digital Museum Projects: A Case Study of the Oklahoma City National Memorial and Museum
Scholars have observed that rhetorical identification is a common strategy used by both physical and virtual museums to engage the public in their narratives of civic history. This essay explores what happens when service-learning students enter this context to build digital projects as agents and as objects of identification. Drawing from my ten-year partnership with the Oklahoma City National Memorial and Museum, I illustrate how identification can arise within a museum-based digital project, how it can enrich and complicate the project, and how my students and I attempt to balance our insider/outsider roles as authors and interpreters of community history.
Hessler, H. Brooke
"Identification as Civic Literacy in Digital Museum Projects: A Case Study of the Oklahoma City National Memorial and Museum,"
Community Literacy Journal: Vol. 6:
1, Article 4.
Available at: https://digitalcommons.fiu.edu/communityliteracy/vol6/iss1/4