PALEONTOLOGICAL MUSEOLOGY AND GEOSITES

A. Knowledge and understanding

The student will acquire in-depth knowledge of the principles of palaeontological museology and the valorisation of paleontological heritage, with particular reference to fossil sites (geosites) and paleontological collections. The student will understand the criteria for the conservation, management, and communication of paleontological heritage, as well as the role of museums and paleontological geosites in research, teaching, and scientific dissemination.

B.  Applying knowledge and understanding

The student will be able to apply the acquired knowledge to interpret and evaluate paleontological heritage and geosites, translating scientific data into operational tools for the conservation, management, and valorisation of paleontological heritage. The student will also be able to analyse museum collections, paleontological databases, and case studies to support decision-making processes related to heritage protection and scientific dissemination.

C.  Making judgements

The student will develop the ability to critically analyse complex issues related to the conservation, management, and valorisation of paleontological heritage and geosites, making informed decisions based on scientific data, museological criteria, and regulatory frameworks. These skills will also be developed through the analysis of case studies, museum experiences, and practical activities involving the assessment of sites and collections.

D.  Communication skills

The student will be able to analyse, synthesise, and effectively communicate technical and scientific results related to paleontological heritage to both specialist and non-specialist audiences. The student will be able to use different communication styles (scientific, educational, and outreach-oriented) and various communication tools, including digital resources, multimedia presentations, and storytelling techniques applied to paleontological dissemination.

E.  Learning skills

The student will be able to independently consult paleontological and museum databases, scientific literature, and regulatory frameworks related to the protection and valorisation of paleontological heritage. The student will develop the ability to continuously update and deepen their knowledge autonomously, also through the study of museum case studies, fossil sites, and national and international digital resources.

The course includes a total of 57 hours of teaching delivered by the lecturer, of which 21 hours are dedicated to lectures and 36 hours to laboratory activities/field excursions, structured as follows:

• Lectures supported by PowerPoint presentations and video materials.

• Laboratory activities and practical exercises include the observation and analysis of fossil material, as well as cataloguing activities and the study of the process of specimen acquisition, from field collection to their entry and integration into a museum collection. Activities also include exercises focused on 3D digitization of specimens using open-source tools and mobile devices, exhibition design and the development of scientific storytelling skills applied to paleontological contexts.

• Seminars delivered by researchers and curators from Italian and international natural history museums, with expertise in the course topics. Students will be actively involved in the critical discussion of the presented content.

• Visit to a natural history museum with paleontological collections, to be scheduled in agreement with the students.

• Visit to a Sicilian paleontological geosite, to be scheduled in agreement with the students.

If the course is delivered in blended or remote mode, appropriate adjustments may be made to the above, in order to ensure consistency with the syllabus.

Basic knowledge of paleontology and stratigraphy is required. These topics will, however, be briefly reviewed at the beginning of the course and recalled whenever necessary for the understanding of specific course contents.

Attendance to both lectures and laboratory sessions for at least 70% of the total scheduled hours is mandatory, in accordance with the teaching regulations. Attendance will be recorded by the course lecturer.

Origins and development of paleontological museology.

Origins of natural history museums and their historical evolution, from “cabinet de curiosités” to the emergence of modern scientific museums. Evolution of museum functions: conservation, classification, research, education, scientific communication, and heritage enhancement. The role of museums in the construction and dissemination of paleontological knowledge. Relationships between paleontological collections, scientific research, and outreach activities.

Museums and Collections.

Structure, organization, and management of natural history museums with paleontological collections. Observation and analysis of leading national and international natural history museums with paleontological collections (virtual and on-site visits). Principles of conservation, cataloguing, and enhancement of paleontological collections. Introduction to the main documentation systems and national and international museum databases. 

Paleontological geosites.

Definition and classification of paleontological geosites. Analysis of Italian and international paleontological geosites of scientific relevance (virtual and on-site visits), with particular reference to fossil Lagerstätten. Overview of initiatives for the census, documentation, and enhancement of paleontological heritage at regional and national levels.

Legislation and protection of paleontological heritage.

Overview of the national and international legal framework concerning the protection of paleontological heritage and geosites.

Digital paleontology and Science communication.

Digitization of paleontological heritage: tools and methodologies for the documentation and digital accessibility of fossil collections. The role of paleoart and storytelling in communicating paleontological heritage.

Slides from lectures, additional teaching material and scientific publications provided by the lecturer, to be supplemented with selected chapters from:

• AA VV. 2020. Manuale di Paleontologia, Fondamenti-Applicazioni. Edizioni Idelson-Gnocchi.   

Further details are available in the "Course Planning" section.

Learning assessment will be carried out through a final oral examination, according to the official exam schedule published on the Degree Program website.

The final oral examination will consist on the presentation of a scientific storytelling on a topic chosen by the student. The topic may concern a fossil specimen, a paleontological geosite, or a museum-related context among those addressed during the course. The presentation may be delivered in PowerPoint format or another communication tool freely chosen by the student and agreed upon with the lecturer. The expected duration of the examination is 20–30 minutes, including both presentation and discussion.

The assessment aims to evaluate the student’s ability to understand, reinterpret, and communicate content related to paleontological museology and geosites, as well as to adapt language and communication strategies to a defined target audience. Scientific accuracy, clarity of exposition, and synthesis skills will also be assessed.

The final grade is expressed on a 30-point scale according to the following criteria:

Fail (not passed)
The student does not possess the minimum required knowledge of the course contents. They show difficulties in understanding fundamental concepts, interpreting scientific content, and using basic scientific terminology. The presentation is incoherent.

Grade 18–23
The student demonstrates an essential knowledge of the main course contents. They are able to describe basic concepts in a simple way, showing limited ability to elaborate and construct a coherent storytelling. The presentation is sufficiently clear, although the use of scientific and communication language is sometimes inaccurate.

Grade 24–27
The student demonstrates a fair knowledge of the topics covered and is able to apply acquired knowledge to the construction of a coherent scientific storytelling. They show a reasonable ability to connect different course topics and present the content in a generally clear and correct manner.

Grade 28–29
The student demonstrates a good knowledge of the topics covered and is able to construct an effective and well-structured storytelling. They show the ability to connect different themes, autonomy in choosing communication strategies, and present the topics clearly and effectively, with good command of language.

Grade 30 and 30 with honours
The student demonstrates an in-depth and comprehensive knowledge of the course contents. They are able to construct an original, accurate, and critically developed scientific storytelling, effectively integrating museological, paleontological, and communication aspects. They show excellent communication skills, full command of disciplinary terminology, and outstanding ability to adapt communication to the target audience.

Learning assessment may also be carried out on-line, should the conditions require it.

To ensure equal opportunities and comply with current legislation, students with disabilities and/or specific learning disorders (DSA) can request a personal meeting to arrange any necessary compensatory measures, based on the educational objectives and individual needs. Students can also contact the CInAP (Centre for Active and Participated Integration – Disability and/or DSA Services) representative of our Department, Prof. Gabriele Lanzafame (https://www.cinap.unict.it/content/referenti).

• Presentation of a scientific storytelling project for a self-selected audience, on a fossil specimen/paleontological geosite/museum selected by the student, and using a communication tool chosen by the student.

• Why did you choose this fossil specimen/site/museum for your storytelling?

• What sources did you use to build your storytelling?

• What type of audience did you imagine, and why?

• What is the main message you want to convey to the audience?

• What difficulties did you encounter in communicating this content to a non-expert/specialist audience?

• What did you simplify or omit in order to make the narrative more effective?

• If you had to do it again, what would you change or improve?

• What is the geological age of the specimen/geosite you presented?

• What geological and/or paleontological processes led to the formation of the fossil/site?

• How does this case connect to other geosites or topics covered in the course?

• Which principles of paleontological museology emerge from your work?