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A tale about facts and opinions : The impact of a drama intervention on middle-school students´ information literacy

Tärning, Betty LU ; Ternblad, Eva-Maria LU ; Gulz, Agneta LU and Haake, Magnus LU (2023) In Interaction Design and Architecture(s) p.65-81
Abstract
Today, huge amounts of data are produced, collected, and presented in all kinds of contexts. The ability to critically examine and evaluate information and arguments in relation to empirical evidence is often referred to as information literacy. It is of utmost importance that students are adequately scaffolded to develop this ability, to be able to become democratic citizens. The study presented combines learning science and drama to explore whether this approach can make 6 grade students more aware of certain aspects of information literacy, such as false balance, the burden of proof, and filter bubbles. Half of the students watched a play and participated in a pedagogical follow-up before answering a questionnaire. The other half... (More)
Today, huge amounts of data are produced, collected, and presented in all kinds of contexts. The ability to critically examine and evaluate information and arguments in relation to empirical evidence is often referred to as information literacy. It is of utmost importance that students are adequately scaffolded to develop this ability, to be able to become democratic citizens. The study presented combines learning science and drama to explore whether this approach can make 6 grade students more aware of certain aspects of information literacy, such as false balance, the burden of proof, and filter bubbles. Half of the students watched a play and participated in a pedagogical follow-up before answering a questionnaire. The other half answered the questionnaire before the intervention. Results show that students watching the play had grasped the core of the more tangible questions, writing more elaborated and relevant answers than students in the control group. (Less)
Please use this url to cite or link to this publication:
author
; ; and
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Information literacy, drama intervention, middle school, fake news
in
Interaction Design and Architecture(s)
issue
57
article number
4
pages
17 pages
publisher
Scuola IaD
ISSN
1826-9745
DOI
10.55612/s-5002-057-004
language
English
LU publication?
yes
id
1ecb3bdd-3173-4798-a018-e44c148fd9f9
date added to LUP
2023-10-02 14:25:12
date last changed
2023-10-05 11:28:32
@article{1ecb3bdd-3173-4798-a018-e44c148fd9f9,
  abstract     = {{Today, huge amounts of data are produced, collected, and presented in all kinds of contexts. The ability to critically examine and evaluate information and arguments in relation to empirical evidence is often referred to as information literacy. It is of utmost importance that students are adequately scaffolded to develop this ability, to be able to become democratic citizens. The study presented combines learning science and drama to explore whether this approach can make 6 grade students more aware of certain aspects of information literacy, such as false balance, the burden of proof, and filter bubbles. Half of the students watched a play and participated in a pedagogical follow-up before answering a questionnaire. The other half answered the questionnaire before the intervention. Results show that students watching the play had grasped the core of the more tangible questions, writing more elaborated and relevant answers than students in the control group.}},
  author       = {{Tärning, Betty and Ternblad, Eva-Maria and Gulz, Agneta and Haake, Magnus}},
  issn         = {{1826-9745}},
  keywords     = {{Information literacy; drama intervention; middle school; fake news}},
  language     = {{eng}},
  number       = {{57}},
  pages        = {{65--81}},
  publisher    = {{Scuola IaD}},
  series       = {{Interaction Design and Architecture(s)}},
  title        = {{A tale about facts and opinions : The impact of a drama intervention on middle-school students´ information literacy}},
  url          = {{http://dx.doi.org/10.55612/s-5002-057-004}},
  doi          = {{10.55612/s-5002-057-004}},
  year         = {{2023}},
}