Situated Learning in Libraries: A Conceptual Framework for Integrating Research Skills into Performing Arts Curricula

Abstract

Despite having a wealth of expertise in the practice of research, librarians and faculty within the performing arts often struggle with teaching research to undergraduate students. This essay aims to tackle the problem using a theory of situated learning developed by social anthropologist Jean Lave and educational theorist Étienne Wenger who argue that skill acquisition occurs most effectively in real social contexts rather than theoretical environments. Thus, within a “community of practice,” a novice learns by undertaking the role of an expert with limited responsibility and gains proficiency working with others. To illustrate situated learning theory in practice, I discuss the curricular design of a theatre course called “American Drama,” co-created with librarians at the University of Houston in the 2022–2023 school year. Drawing from a rich body of education research as well as data from student surveys and reflections, I model strategies for improving undergraduates’ research abilities and information literacy skills.