What Your Website Reveals: Access, Priorities, and the Implicit/Null Curriculum of Cultural Institutions
Introduction: Digital Doors and Hidden Messages
Over the past few months, I’ve been fortunate to connect with members of dozens of cultural institutions of all sizes, including history museums, botanical gardens, arts centers, children’s museums, and more. These conversations often begin with shared goals: reaching new audiences, supporting education, increasing access. But a quiet contradiction often sits beneath the surface.
In addition to those institutions that I spoke with directly, I also conducted an informal review of over 100 cultural institution websites across the country; I am not claiming these results are widely generalizable, as I used a convenient sample, but I will present my observations in the hopes it will lead to conversations at the local level. While most institutions say they want to welcome all learners, their websites tell a different story.
This post builds off of last week’s content on Elliot Eisner’s theory of the explicit, implicit, and null curriculum. The main point is not to critique graphic design or outdated links, but rather to analyze the implicit messages that institutions communicate through their online presence, what they choose to highlight, what they bury, and what never makes it online at all. If we believe learning is part of the mission of all cultural institutions, then digital platforms should reflect that mission clearly and generously.
In short: If your website is your curriculum, what are you teaching?
Studies show that most museum website visitors seek more than hours, directions, and ticket costs. A 2007 survey published in Museum Management and Curatorship analyzed over 1,200 users and found that:
72% of visitors expect some form of educational content.
68% look for tools to support a planned visit.
51% hope to extend learning after a visit.
And yet, a separate review of over 200 museum websites (many from AAM-affiliated institutions) found that:
Roughly 5% offered interactive learning tools.
About 25% provided basic, downloadable materials.
A surprising 8% offered no educational resources at all, only static visitor info.
This gap between expectation and reality is a missed opportunity, as audiences are communicating that they want their experience to extend beyond their time on-site. It’s also a misalignment between mission and messaging, which begs the question of how meaningful the mission really is.
What the Data Shows: A Closer Look
As a curiosity, I wanted to see if the results from the 2007 study remain accurate today. In my review of over 140 cultural institution websites across the U.S., I tried to see how difficult it was to find educational materials. I found:
Prominent ticketing (general admission) was on the homepage 97% of the time, usually above the fold.
Learning materials were accessible from the homepage on 19% of sites, often found under “Visit” or “Education”.
Curriculum resources labeled “For Schools” or “Educators” were found on 24% of sites, typically required 3–5 clicks to access, and represented a very wide range of quality.
Resources specifically tailored for homeschool / microschool learners were rare to find, in only 5% of sites, and tended to be poorly labeled.
A searchable lesson library or learning portal was available on less than 10% of sites, mostly found at larger institutions.
Digital field trips or virtual programming were offered on 12% of sites, but it is worth noting that more than half featured outdated materials from past special exhibits.
Most institutions prioritize marketing and ticketing on their homepages. While this is understandable, it often crowds out more inclusive messaging about education and access. The result? Schools and families, especially those using alternative education models, may feel like an afterthought. It’s worth noting that a fair number of cultural institutions had “Educator materials” on their sites that included little more than a pre-visit checklist and/or a post-visit reflection. Technically speaking, these materials could be used by educators, but most educators would prefer content that allows their students to continue their learning after their visit, materials that they could incorporate into their classroom instruction, and/or the ability to connect with a community of educators.
The Implicit Curriculum: What We Communicate Without Saying
Educational theorist Eliot Eisner introduced the idea of the implicit curriculum, or the lessons students learn not from formal instruction, but from what’s implied by structure, language, and behavior. In museums, the website is often the first touchpoint and it teaches more than we may realize.
Some implicit lessons your website might be teaching:
“We value your dollars more than your learning.”
(If every visible message is about buying tickets.)
“Learning only happens inside the building.”
(If no downloadable materials or virtual content is offered.)
“You only need to visit our space once.”
(If limited field trip types are offered, and content only applies to certain grades.)
“We are the only instructors.”
(If no educator materials are posted or if the content only refers to in-person learning.)
“School partnerships are only for traditional local school districts.”
(If all educator resources are labeled “for K-12” without acknowledging other models.)
“Only large groups matter.”
(If group visit policies emphasize minimum numbers or financial minimums.)
These messages may be unintentional, but that’s the point. The hidden curriculum speaks loudly, even (or especially) when it’s silent. It’s worth noting that there was a rather clear division of two types of cultural institution websites: those that were geared to out-of-town tourists and those that were targeted to a broader audience, including locals. If your museum’s website does not have content specifically for locals, then the implicit message being communicated may be “Locals are not important” or “This space is not for you.” Especially during economic downturns, neglecting locals can have powerful and unintended consequences.
Beyond the Hidden: The Null Curriculum
Eisner also wrote about the null curriculum, or the content and experiences that are left out entirely. In the digital space, this could include:
No mention of accessibility tools or inclusive programming
No content for older adults, despite being a key audience
No educator resources, or only glossy marketing PDFs with no substance
No materials designed for small-group, family, or independent learning
These omissions carry weight. They suggest that some learners matter more than others. That some ways of learning (e.g., informal, inquiry-driven, self-directed, project-based) aren’t worth supporting. And they suggest that institutions see education as a value-add, rather than a core offering.
Updating Your Website: Why It’s Worth the Time
It takes real effort to audit and revise online materials. But this effort pays dividends:
Streamlined access increases engagement by educators and families.
Updated lesson plans support field trip follow-up and pre-visit inquiry.
Clear labeling ("For Educators," "For Families," "Homeschool Guides") helps users find what they need quickly.
Visible values reinforce your institution’s commitment to learning and to the local community.
When institutions invest time into making educational content visible, usable, and current, they’re doing more than filling a website. They’re modeling the kind of access and transparency we hope students take with them into the world.
Final Thoughts: A Better Invitation
Websites are not just billboards. They are invitations to your space and your offerings. They demonstrate how you view partnerships. They invite educators to trust you. They invite students to imagine learning in your space. They invite communities to see themselves as part of your mission. If that invitation is hard to find, unclear, or inconsistent, it sends a message, whether intended or not. But the good news is that message can be changed. It just takes a little time, a clear structure, and a commitment to honoring the full range of your audience.
If your museum or cultural institution is exploring how to better support education, especially microschools, homeschoolers, older adults, and diverse learners, I’d love to help.
I specialize in:
Auditing and redesigning digital learning content
Creating inclusive lesson materials aligned with local and national standards
Training staff on instructional design and inquiry-based learning
Evaluating learning outcomes across programs
Your mission is important. Let’s make sure it’s reflected in every part of your organization, starting with your digital front door.
Want to learn more? Explore my services or contact me directly.
