Stages of instruction: theatre, pedagogy and information literacy

Abstract

Purpose – The purpose of this article is to offer a new perspective on library instruction by examining its relationship with various aspects of theatrical performance. Design/methodology/approach – The author uses personal observations as inspiration to examine what has been written in scholarly literature about various theatrical practices in instruction, applying the conversation to the library instruction context. Additionally, research from business and professional literature is also incorporated into the discussion. This literature review focuses on three general areas. First, a review on how to use tools and perspectives from the theater to help librarians prepare their lessons; second, an examination of the librarian as performer; and third, a discussion on how theater might help librarians deal with repetition and burnout. Findings – The literature on this subject has been extensive and includes an all-encompassing range of practical suggestions, research findings and theoretical analyses. Research limitations/implications – This article looks at this subject through the lens of scholarly literature. Empirical research on this topic is still needed. Practical implications – The author presents a number of theatrical practices librarians might consider incorporating into their instruction sessions. Originality/value – Much has been written about the connection between teaching and theatrical performance, but seldom from a librarian’s point of view. This article is of value to librarians looking to develop a memorable one-shot instruction session and those looking to examine the connection between teaching and performance.

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