| 1. |
- Axelsson, Anna, et al.
(författare)
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Citizen science as a tourist attraction: an active learning tourist experience
- 2022
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Ingår i: Tourism, Knowledge and Learning Conceptual Development and Case Studies. Edited By: Eva Maria Jernsand, Maria Persson, Erik Lundberg. - London and New York : Routledge. - 9781003293316 ; , s. 92-112
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Bokkapitel (refereegranskat)abstract
- One potential example of science tourism (as discussed in chapter 3) is citizen science. Axelsson and Hansen present this concept in chapter 7 and make connections to the tourism industry. Specifically, the authors show how an active use of citizen science has many positive characteristics and potentials that could be applied to create attractive tourism experiences. The authors exemplify this application in tourism with two cases: one on the use of tourist-produced pictures of important experience qualities, helping both scientific and management practices, and one on local beach cleaning activities and their educational potential.
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| 2. |
- Jernsand, Eva Maria, 1967, et al.
(författare)
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An Introduction: Tourism, Knowledge and Learning
- 2022
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Ingår i: Tourism, Knowledge and Learning. - London and New York : Routledge. - 9781003293316 ; , s. 1-8
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Bokkapitel (refereegranskat)abstract
- In this chapter, the editors of the book introduce the reader to learning in a sustainable tourism context. Learning and personal development have emerged as motivations and interests in tourism and travel, in line with societal and market changes. This transformation relates to, for instance, the climate crisis, the Covid-19 pandemic, rapid technological developments, and the fact that travellers are more experienced, knowledgable and aware. Learning and the collaborative production of knowledge is also seen as a necessity for dealing with threats to climate, biodiversity, welfare, security and democracy. The purpose of this book is to explore how tourism, knowledge and learning can be used as means towards sustainable development through current, new or changed structures, concepts, activities and communication efforts. In this first chapter, we also outline the main theoretical concepts of the book, and the conceptual, empirical and methodological contributions of each chapter.
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| 3. |
- Jernsand, Eva Maria, 1967, et al.
(författare)
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Destination development based on knowledge and learning: Initiating a UNESCO biosphere reserve in Bohuslän
- 2022
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Ingår i: Tourism, Knowledge and Learning Conceptual Development and Case Studies. Edited By: Eva Maria Jernsand, Maria Persson, Erik Lundberg. - London and New York : Routledge. - 9781003293316 ; , s. 9-25
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Bokkapitel (refereegranskat)abstract
- This chapter emphasizes the importance of collaboration in destination development. More specifically, the authors explore the potential of UNESCO biosphere reserves as platforms for sustainable destination development, using transdisciplinary co-production of knowledge as an approach. The chapter is based on a case study of the initial phases of creating a UNESCO biosphere reserve in Bohuslän, located on the Swedish west coast, in which the authors were involved. The results show that biosphere reserves can act as learning destinations and role models for sustainable development, facilitating conditions for learning, innovation and attractive destinations through transdisciplinary co-production of knowledge. It is thus argued that biosphere reserves can address aspects of democracy and inclusiveness, tear down narrow views of partnerships, competitiveness and networks, and introduce opportunities for transforming systems and behaviours in a destination and tourism context.
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| 4. |
- Jernsand, Eva Maria, 1967, et al.
(författare)
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Towards a research agenda on tourism, knowledge and learning
- 2022
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Ingår i: Tourism, Knowledge and Learning. - London and New York : Routledge. - 9781003293316 ; , s. 113-119
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Bokkapitel (refereegranskat)abstract
- This chapter reconnects to the book’s theoretical starting point: experience-based and transformational learning. We then synthesize the results from the chapters under four themes: from passive to active, from analogue to digital, from generic to target group-adapted, and from fragmented to inclusive. Under each theme, we discuss prospects and limitations and suggest research avenues. As several of the chapters highlight the need to develop how learning experiences are created and organized, we encourage future research to address issues that can inform research and practice about 1) the role of the tourists in creating learning experiences, 2) the impacts of the digital transition, 3) the adaptation of tourism offers to tourists’ prior knowledge and preferences, and 4) the role of collaboration.
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| 5. |
- Lundberg, Erik, 1978, et al.
(författare)
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Science tourism: a conceptual development
- 2022
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Ingår i: Tourism, Knowledge and Learning Conceptual Development and Case Studies. Edited By: Eva Maria Jernsand, Maria Persson, Erik Lundberg. - London and New York : Routledge. - 9781003293316 ; , s. 26-39
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Bokkapitel (refereegranskat)abstract
- Science tourism is an activity where people travel to learn about science and gain scientific knowledge and in some cases to participate in scientific research. This chapter provides an expanded conceptualization of science tourism that includes the role of researchers and scientific institutions in co-creating experiences of science tourism. The conceptual model can be used as an analytical lens to understand suppliers’ degree of embeddedness in tourism and science, and how the suppliers, through their activities, make it possible for tourists to immerse themselves in science tourism activities. In addition, the model helps tourism practitioners to strategically position themselves in this growing market.
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| 6. |
- Persson, Maria, 1976, et al.
(författare)
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Experience-based learning through archaeological information panels: Using heritage interpretation
- 2022
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Ingår i: In: E. M. Jernsand, M. Persson, E. Lundberg (Eds.), Tourism, Knowledge and Learning: Conceptual Development and Case Studies. - London : Routledge. - 9781003293316 ; , s. 58-75
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Bokkapitel (refereegranskat)abstract
- This chapter discusses information panels as a channel for communicating archaeological knowledge to the tourist. Looking back at a hundred-year-old tradition of archaeological information panels, we can see there is a need to develop information panels in order for them to be more engaging and consequently to contribute to experience-based learning for the tourist. The authors put forward the concept of heritage interpretation as a way of producing new insights and ways of working with information panels. The goal of heritage interpretation is to make heritage meaningful and relevant to an audience on a personal and emotional level. This should be done in a way that stimulates them to reflect and to be surprised, provoked and amused. According to the TORE model, successful heritage interpretation should have a clear theme and be well organized, relevant to the audience and enjoyable. The results of our study show that the focus for developing information panels should be on getting familiar with the audience and their prior knowledge, and to abandon the major mission of informing the visitor. To accomplish experience-based learning with information panels as interpretive media, panels should be regarded more as a means of opening doors to experience archaeological heritage.
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