The need for web literacy has become increasingly important with the exponential growth of learning materials on the web that are freely accessible to educators. Teachers need the skills to locate these tools and also the ability to teach their students web search strategies and evaluation of websites so they can effectively explore the web by themselves. This study examined the web searching strategies of 253 teachers-in-training using both a survey (247 participants) and live screen capture with think-aloud audio recording (6 participants). The results present a picture of the strategic, syntactic, and evaluative search abilities of these students that librarians and faculty can use to plan how instruction can target information skill deficits in university student populations.

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Graduating preservice teachers were surveyed regarding their knowledge of information literacy concepts, the pedagogy of information literacy, and the role of the teacher librarian and school library programs. The preservice teachers felt poorly prepared to teach information literacy to pupils, had a limited array of information skills, and held a narrow view of the role of the school library. In response to these findings, the education librarians revised their instruction to the preservice teachers by moving the focus from information literacy skills for teachers to strategies for teaching information literacy skills to K-12 students.

With the growing interest in educational research across post-secondary campuses, it is useful to identify the specific supports that best enable Scholarship of Teaching and Learning (SoTL) initiatives. This paper documents a picture of SoTL interests and supports at one institution through survey and semi-structured collaborative interview data. Both the survey data (289 respondents) and three semi-structured group interviews (8 participants total) provide a picture of participants who have completed or are interested in completing a SoTL study; the events and experiences that triggered an interest in SoTL; and their perceptions of the importance of SoTL in their own teaching, student learning, in their department, and within the institution as a whole. Based on these two datasets, we propose four lenses that are defined in terms of SoTL triggers and which we name a Scholarship Window. We conclude with a number of recommendations as a way to build capacity for SoTL at the institutional level. Suite à l’intérêt grandissant de la recherche dans le domaine de l’éducation sur tous les campus d’enseignement supérieur, il est utile d’identifier les soutiens spécifiques qui favorisent le mieux les initiatives de l’avancement des connaissances en enseignement et en apprentissage (ACEA). Cet article présente un tableau des intérêts et des soutiens en ACEA dans un établissement donné, établi par le biais d’une enquête et d’une série d’entrevues en collaboration semi-structurées. Les données obtenues suite à l’enquête (289 répondants) et celles de trois entrevues semi-structurées (8 participants au total) ont permis d’établir un tableau de participants qui ont complété ou qui s’intéressent à compléter une étude en ACEA, les événements et les expériences qui ont déclenché cet intérêt en ACEA ainsi que les perceptions des répondants de l’importance de l’ACEA pour leur propre enseignement, pour l’apprentissage des étudiants et pour leur département, ainsi qu’au sein de l’établissement dans son ensemble. Sur la base de ces deux groupes de données, nous proposons quatre lentilles qui sont définies en tant que déclencheurs d’ACEA, que nous avons nommées « fenêtre sur l’avancement des connaissances ». En conclusion, nous présentons un certain nombre de recommandations pour renforcer les capacités en ACEA au niveau institutionnel.

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