"A sense of enjoyment, that it was time well spent."

"I want them to feel that the culture of south Louisiana is special and appreciate how the diversity of people and natural environment has shaped and made this possible."

"Like they have experienced something new, valuable, enjoyable, and worthwhile."

"Unsettled, and questioning their perceptions of history. I want them to be aware of more than one perspective on a past incident."

"Proud we've protected and saved the peregrine falcon."

"Enlightened, inspired, well-fed, but not stuffed."

"Energized in spirit. Delighted. Mentally and emotionally refreshed."

"Inspired and proud of the people who went through a difficult situation for what they believed in. To feel that the effort of the individuals in this event was worth the sacrifice and hardship."

"Hopeful, and empowered to change or to see other perspectives."

"I want them to feel they're in a special place. I hope they feel a sense of stewardship."

"Amazed. Startled, like they've just had a revelation they thought of themselves."

"Inspired. Wow — look what they did with so few tools."

"Enriched and possessing a secret that wants to be shared."

"I want to forget the program and remember the meanings of the resource."

"I'd like them to think like themselves — with a twist."

"I feel successful if I can make them think in any way that is new to them or beyond what they thought before the program."

"Perhaps question why they think the way they do."

"As a member or participant in the story."

"Culturally tolerant."

"That they are in charge, that their opinions and experiences count, that they are faced with choices (to not take action, take action, options)."

"This is important. This is meaningful. I want to bring my friends here."

"I want them to think along the lines of what they can do to help the resource."

"This is relevant to me."

"I want them to look at their lives in a different way and begin to realized all that was changed over time. Has it all been good? Would they change anything?"

"As stewards, not just users."

"I want them to think they have an effect on society."

"This place is cool. Learning can be fun. Rangers are neat."

"I want them to think like old-fashioned naturalists: observe, consider, be delighted."

"Great things can be experienced here."

"Wow — that was really interesting. Where can I learn more?"

"I hope my passion leads them to a greater appreciation or provokes curiosity. But the audience can only value the resource in their own way."

"Persuasion in its truest form is the job of politicians and marketers. We should only persuade people to engage, think, decide, choose, and act."

"The job of interpretation is to reveal meaning, not dictate thought."

"Value the resource — Yes, not necessarily the way I do. Its value must come from what it means to the visitor — not to me. I've seen interpreters try to make visitors mirrors of themselves but that's wrong."

"It's not a monologue. It's a dialogue that we share. I have persuaded without realizing it. I just had an objective and pushed it."

"Interpretation shouldn't insist on only one point of view, but explore more ways of seeing things. Some interpreters have tried to persuade and it has worked sometimes."

"Sort of. We have a mission and that effects our interpretation."

"In a way, yes. But I realize that persuasion is not a polemic and that the audience may not value the resource for the same reasons I do."

"I don't think it's my job to persuade, but I do want to provoke visitors to consider the choices they have. If my logic is sound, they may choose as I have."

"For a lasting impression they need their own connection, not mine."

"Persuading suggests that you have the right answer which is not as respectful as understanding, valuing and validating the range of perspectives people hold."

"The visitor didn't come to be forced to believe anything. They came because they wanted to somehow connect with the site."

"I only hope to persuade the audience to value the resource, in whatever way."

Watch Part 3 of the video, Facilitates a Connection, or read Section Three of the text, An Interpretive Dialogue.

Successful interpreters use accurate and comprehensive information but convey more than facts. If information and learning were the primary goal of most visitors, they would never need to visit. Audiences want something more. They seek meaningful experiences.

Some interpreters feel obligated to provide audiences with specific information. Many sites have strong traditions, "This is what we're supposed to say." It's more effective to challenge habit and ask "What will be meaningful to audiences in the time they have to spend?"

Society often measures success by the amount of information an individual absorbs, so it's natural to feel the audience needs the whole story. But if the audience needs the whole story there is a problem. All the details and bits of information can overwhelm and few people retain information they don't care about.

An oft-told joke illustrates: Asking an interpreter a question is like drinking from a fire-hose.

All that volume and power inflicts interpretation on visitors, good-tempered and otherwise, and prevents them from making their own connections to the meanings of the resource.

Think again about audience motives. Create a series of specific questions and statements for different visitor encounters — the reception desk, auditorium, exhibits, and gathering points — or in response to often-asked questions or comments. Craft these with the intent of provoking the audience about the resource. Choose words carefully. Provide an opportunity for a connection to meaning in a sentence or two or maybe with a question.

"We provide choices."

"Interpretation reveals meanings without dictating thought. Facilitation allows for an exchange of ideas and feelings."

"Interpreters provide access to meanings. We are the vehicle rather than the message."

"Don't get in the way."

"Interpreters have to know the meanings of the resource and about the audience."

"I have to overcome my biases to help others make their own connections."

"Interpreters must respect the fine line between persuading and presenting multiple points of view."

Consider one of your programs or one of a colleague. Be specific. How and where does the program provide opportunities for emotional connections? How and where does the program provide opportunities for intellectual connections? What resource meanings do the opportunities for connections address?