摘要：The contribution addresses the problem of the relationship between patrimonies, territories, multiliteracies. In it, culture is basically understood as a process of symbolic elaboration of stimuli, objects and cultural experiences that contribute to building the cultural, alphabetic and identity profile of the individual, as well as his personal and social experience. The cultural heritage, as a diversified set of forms, refers to a symbolic universe that must be made accessible to everyone through special mediation tools, which can give continuity and meaning to the experiences of use. The article reflects on how it is possible to construct meanings starting from the symbolic elaboration that the individual puts in place and from the experiences in which he is immersed. The experience of use is in fact an opportunity that must be guaranteed to everyone, since it is the foundation of the interpretative universe that serves to read reality in depth. It is a question here of the importance for the individual of accessing a symbolic universe through which he interprets and relates to the world and the various cultural forms. At a time when literacy processes have widened their boundaries becoming multiple (multilteracies), there is a specific need for a pedagogy of the heritage that knows how to correspond to the emerging alphabetic needs typical of a society in transformation and increasingly technological and which looks to cultural and museum heritage as tools to access the profound meaning that culture expresses.
关键词：Culture;Use of Cultural Goods;Cultural Heritage;Museum;Literacy;Multiliteracies;Learning;Teaching
