Abstract

Information literacy (IL) has been studied extensively, but little has been written about IL applied to the study of theater. This study addresses that lacuna by evaluating the success of a librarian-faculty collaboration to integrate IL throughout a year-long course of study. Using a pre- and post-test methodology, researchers assessed students’ knowledge on a range of IL concepts. The results were used to modify the IL curriculum to place greater emphasis on IL concepts that students struggled with, and to de-emphasize IL concepts for which students demonstrated adequate incoming knowledge. This paper will provide recommendations for librarians and other instructors seeking to integrate IL concepts into a theater (or other performing arts) curriculum.

摘要

信息素养（IL）已被广泛研究，但很少有关于将IL应用于戏剧研究的文章。这项研究通过评估图书馆员与教师合作在为期一年的学习过程中整合 IL 的成功，解决了这一缺陷。研究人员使用测试前和测试后的方法评估学生对一系列 IL 概念的知识。结果被用来修改 IL 课程，以更加强调学生难以理解的 IL 概念，并淡化学生表现出足够的新知识的 IL 概念。本文将为图书馆员和其他寻求将 IL 概念融入戏剧（或其他表演艺术）课程的教师提供建议。