Abstract
ABSTRACT Docent programs are in flux. Many institutions have rethought their programs to encourage more diverse voices: some have eliminated the docent role, while others have changed their structure and offered additional training. When The Huntington Library, Art Museum, and Botanical Gardens decided to invest in its docent program as part of an Institute of Museum and Library Services grant, they started with a self-study of 10 docent programs across the country. This article summarizes the key findings of that work, from which three major themes emerged: intentional investment, targeted approaches for diversification, and expanding non-traditional training approaches.
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