Words Matter

My work as a Native American Collections intern for the Minnesota Historical Society (MNHS) during the spring semester of 2019 provided me with an opportunity to interact with objects, the public, and collections in a manner I was not familiar with.

My first task was to research the cultural care of collections and the various perspectives and methodologies associated with collections. I read from various scholars working in an Indigenous framework, Western framework, and MNHS institutional policies. The play on words and impact simple changes in language can have when describing collection items is an understated and often overlooked part of working in collections and in museum spaces.

For example, the thought of changing the word “objects” to “cultural belongings” can cause a massive tear in the status quo and accepted norms in Western institutions. Clavir describes objects in a collection as living and relevant through an Indigenous lens, which contradicts our learned assumption and the almost involuntary impulse to think of objects as inanimate, in a desensitized manner.

The books I read as part of my internship.

The better part of my time spent at MNHS consisted of completing an object review by going through each page of the publication of A Bag Worth a Pony written by Marcia Anderson. MNHS has a pile of books they need to conduct object reviews of and I was fortunate enough to work with this publication that focused on Ojibwe bandolier bags.

The purpose of an object review is to compare the objects referenced in a published book to the metadata as well as any additional information kept in the collections database of an institution. If there are discrepancies in either the collection database information or the book then those need to be identified and addressed by the curators or collection specialists. To assist the museum professionals with this effort, I was tasked with reviewing information and cross-referencing the MNHS Collections Management System (CMS) records to determine if there are discrepancies between the publication and the MNHS CMS. I found words to matter on a level I had not anticipated going into this internship. There were many discrepancies; for example, the repetitive use of Sioux was implemented in the CMS but the publication used the word Dakota. Small changes in language matter. These changes humanize the belongings and the story that is told or associated with the collection.

Working Alongside Change Makers

The most rewarding takeaway from the internship was the opportunity to shadow and observe professionals working within their resources and means to create institutional change. Many of the professionals walked me through how they came to work for MNHS, many with diverse backgrounds, and what continues to motivate them. The network and insightful conversations that an intern experiences is the essence of what being a change maker is about—learning from your colleagues and collaborating in a way that will be efficient and effective in any discipline you are in.

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Tianna Odegard is a tribal member of Upper Sioux Community and is a second-year master’s student in the University of Minnesota’s Heritage Studies and Public History Program. Tianna also works for the Minnesota Indian Affairs Council as a Cultural Resources Specialist. Her training is in legal studies and archaeology with focuses in regulatory standards for cultural resource management. She is committed to privileging the life experiences and knowledge sets that are not traditionally validated by academic settings to empower a future for the next generation.

Sensory Sensitivity Resources

I was shadowing a summer tour group one day at the Bell Museum and they were starting to enter the planetarium for a show. As they were filing in, one student stopped themselves right before they crossed the threshold. They had a physical reaction as they took in the view of the dimmed, condensed space — they instantly tensed, shook their head, and took a step backward, no longer wanting to enter.

A person with the group also witnessed the student’s hesitation and said, “it’s like we practiced earlier, we’re going to go take our seats.” The student paused, their shoulders relaxed, they entered, and they viewed the show.

This seemingly simple interaction only lasted for about 30 seconds. Yet, it serves as a testament to the importance of providing pre-visit resources for guests who may have sensory sensitivities. Having the ability to “practice earlier,” whether that is through a separate visit or going through the Museum’s Social Narrative (which I’ll get to in a second), the student felt prepared enough to enter a space where they were physically uncomfortable. Without this, they might have had to remove themselves and miss what others were experiencing and learning.

My summer 2019 internship at the Bell Museum and Whitney and Elizabeth McMillian Planetarium, located on the St. Paul campus of the University of Minnesota, was pitched as an opportunity to work on their sensory-friendly programming and outreach to visitors. It was an open project; I attended events and tours, spoke with the Autism Society of Minnesota (AuSM), and presented what I thought could work for the institution.

After doing so, we settled on the creation of four additional sensory resources to be available on the accessibility page of the Bell’s website for any visitor to access.

What They Had, What We Added

The Bell Museum already offers two sensory resources, Sensory Friendly Saturday (SFS) and Social Narratives.

SFS is offered once a month from 8 to 10:00 am. During this event, exhibit lighting is lowered/raised to a daylight level, video sounds are adjusted or turned off, visitor traffic is much lower, and an altered planetarium show is available for guests.

An example page from the Bell Museum’s Social Narrative. This document was also edited over the summer. It now includes ‘I’ statements rather than ‘We’ based off of recommendations from AuSM. Courtesy Bell Museum

The Social Narrative is a pre-visit resource that visually describes social situations in the museum and particular cues that could be helpful for someone with Autism Spectrum Disorder (ASD). Having this information can help prevent feelings of being uncomfortable and provide an alternative option if needed.

These two resources are the most frequently seen in cultural institutions.

Building from prior research found in dissertations, articles, and documentation of museum work elsewhere, we decided to implement four new pre-visit resources: a museum tips sheet, sensory guide, skills guide, and visual schedule.

Museum Tips Sheet: This is a ‘one-sheet’ document of all accessibility information that a visitor may need. It includes the best times to visit, admission information, parking, planning resources, sound/light/touch sensitivity information, on-site resources, and planetarium information.
Sensory Guide: This guide is a walkthrough of the museum’s lighting, sound, and touchable/interactive levels. It includes operational spaces (ticketing desk, lounge, gift shop) and exhibits. It helps visitors know what to expect sensory-wise when at the museum.

Skills Guide: Similar in layout to the Sensory Guide, the Skills Guide shows the different locations within the museum where motor, gross, and social skills can be practiced and/or worked on. These include eye-hand coordination, reading and writing, active listening, and many others.

Visual Schedule: A Visual Schedule is a document that has pictures relating to different exhibits, things to do (i.e. lunch, take a break, snacks), and wants (bathroom, water fountain, etc.). The idea is for people to print them out, cut out the images, and lay them out in the order they choose to do them. Going through the museum visitors can check off what they’ve done.

These documents are about to be tested with community partners and then reworked where needed. We view this as an ongoing process, but one that is a necessity to serve all people who walk through the doors.

Why?

As of 2018, 1 in 59 children in the United States is diagnosed with an Autism Spectrum Disorder (ASD) [1]. In Ramsey and Hennepin counties of Minnesota, 1 in 42 children are diagnosed [2].

Since opening in their new location on the University’s St. Paul campus in July 2018, the Bell has seen 230,000 visitors on site. This is six times its annual average attendance compared to their previous East Bank campus location.

Based on these numbers, the Bell can expect to see approximately 5,500 visitors a year affected by ASD alone. While not all sensory disorders/sensitivities are associated with ASD, these numbers show a clear need for providing inclusive resources.

While these numbers should be enough evidence, the implementation of these types of resources can feel like a burden on an institution’s budget and time. Yet, thinking back to the student at the beginning of this post, if our institutions are to be truly open and inclusive to all, we must try and do what we can to make all our visitors comfortable.

[1] Centers for Disease Control and Prevention. “Data & Statistics on Autism Spectrum Disorder.” CDC. https://www.cdc.gov/ncbddd/autism/data.html
[2] Autism Society of Minnesota. “CDC Announces New Autism Prevalence Rate 1 in 59.” AuSM. https://www.ausm.org/1955-cdc-announces-new-autism-prevalence-rate-1-in-59.html

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Elisabeth DeGrenier is a current graduate student in the Heritage Studies and Public History master’s program at the University of Minnesota. She plans to use the resources she’s developed to pilot a digital 360˚ tour for her capstone project.

Being Where I’ve Never Been and Where You Should Go

Attempting to describe a place you’ve never been as if you know it well is a strange feeling. During my internship at Rethos this is exactly what I was doing with over twenty businesses and cultural aspects of New Ulm, MN.

One of my main tasks as a rural programs intern at Rethos was to create a cultural asset map of notable businesses, institutions, and the character of New Ulm, MN. This map contains a picture and brief descriptions of each thing listed. As someone who had never been to New Ulm, this was a difficult task. Through online articles, photos, yelp, and Facebook I cobbled together histories along with descriptions of interiors and products I’d never seen or tasted.

The eclectic interior of Lola An American Bistro in New Ulm, MN provides a cozy lunchtime atmosphere with delicious eats. Photo by Author.

Writing in this way about these things was a challenge that forced me to be creative by trying to write in a voice that felt relatable to the subject. One day I was writing in a more historical voice when referencing the Brown County Historical Society, the next day I would write in a casual tone to describe the Ulmer Cafe, and then I would try to write in a hip and fashionable voice to describe Gallery 512 Boutique.

Not only did this practice force me to be more creative in my writing it helped me form a unique vision of the town itself. Before I visited New Ulm I felt like I knew many of its institutions intimately. But my version of the town was a strange representation of being overly familiar while lacking an authentic familiarity. By the time I finally visited New Ulm I was filled to the brim with joy as well as blown away by some of the places I visited.

I’ve never been in a situation where I so intimately knew a place without ever having actually KNOWN it. In some ways, it created a mystical Hallmark-card view of New Ulm while building the intrigue and suspense of what it would actually be like. I am happy to say that the town exceeded my expectations. I’ve long admired small towns and rural places, and this process reinforced that admiration by allowing me to see what was special about a place before ever setting foot inside.

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Tyler McDaniel is a Masters of Heritage Studies and Public History student at the University of Minnesota. He is an artist and cultural explorer interested in the intersections of art, community fabric, culture, and history.