Using drama-based pedagogy to support college students’ information literacy development: how do the students feel about it?

Abstract

This qualitative case study explored how college student writers perceive the utility of drama-based pedagogy in their development of information literacy (i.e. their skills in locating, evaluating, and ultimately transferring information). The qualitative analysis of the study data showed that the students were interested in the entertaining platform provided by drama-based pedagogy. The students also felt that drama-based pedagogy gradually stimulated their thinking and expanded their knowledge on the given writing topics. It enabled them to better search for information and to better evaluate and use it for their writing.

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