Betty Tärning, Eva-Maria Ternblad, Agneta Gulz, Magnus Haake
pp. 65 – 81, download
(https://doi.org/10.55612/s-5002-057-004)
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.
Keywords: Information literacy, drama intervention, middle school, fake news
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