The Museum Collaborative has established a Technical Report series to share our work with the field. You can download copies of these reports and other articles produced by members of the Museum Learning Collaborative.

You will need Adobe Acrobat Reader to use these files. If you cannot read the papers below, you can download a free copy of Acrobat Reader here.

MLC Technical Reports

Leinhardt, G. & Crowley, K. (1998) Museum learning as conversational elaboration: A proposal to capture, code and analyze museum talk. Museum Learning Collaborative Technical Report MLC-01

Abu-Shumays, M. & Leinhardt, G. (2000).Two docents, three museums: A study of central and peripheral participation. Museum Learning Collaborative Technical Report MLC-02.

Leinhardt, G. & Gregg, M. (2000). Burning bus, burning cross: Student teachers see civil rights. Museum Learning Collaborative Technical Report MLC-03.

Leinhardt, G., Tittle, C. & Knutson, K. (2000).Talking to oneself: Diary studies of museum visits. Museum Learning Collaborative Technical Report MLC-04.

Crowley, K. & Jacobs, M. (in press). Islands of expertise and the development of family scientific literacy. In G. Leinhardt, K. Crowley, & K. Knutson (Eds.) Learning conversations in museums. Mahwah, NJ: Lawrence Erlbaum Associates.

Fienberg, J. & Leinhardt, G. (2000). Looking Through the Glass: Reflections of Identity in Conversations at a History Museum. Museum Learning Collaborative Technical Report MLC-06.

Stainton, C. (2001).Voices and images: Making connections between identity and art. Museum Learning Collaborative Technical Report MLC-07.

Museum Learning Articles and Chapters

Leinhardt, G. & Crowley, K. (in press). Objects of learning, objects of talk: Changing minds in museums. In S. Paris (Ed.), Multiple Perspectives on Children's Object-Centered Learning. Mahwah, NJ: Lawrence Erlbaum Associates.

Crowley, K., Callanan, M.A., Jipson, J., Galco, J., Topping, K., & Shrager, J. (in press). Shared scientific thinking in everyday parent-child activity. Science Education.

Crowley, K., Callanan, M.A., Tenenbaum, H.R., & Allen, E. (2001). Parents explain more often to boys than to girls during shared scientific thinking. Psychological Science, 12 (3), 258-261.

Crowley, K., Leinhardt, G., & Chang, C.F. (2001). Emerging research communities and the World Wide Web: Analysis of a Web-based resource for the field of museum learning. Computers and Education, 36 (1), 1-14.

Crowley, K. & Galco, J (2001). Everyday activity and the development of scientific thinking. In K. Crowley, C. D. Schunn, & T. Okada (Eds.), Designing for science: Implications from everyday, classroom, and professional settings. Mahwah, NJ: Lawrence Erlbaum Associates.

Crowley, K. & Callanan, M. (1998). Identifying and supporting shared scientific reasoning in parent-child interactions. Journal of Museum Education, 23, 12-17.

Schauble, L., Leinhardt, G., & Martin, L. (1997). A framework for oganizing a cumulative research agenda for informal learning contexts. Journal of Museum Education, 22 (3), 3-8.

If you have trouble reading these, contact Karen Knutson,, who can help you with technical questions or mail you a hard copy reprint.