Required Skills for Teachers: Information Literacy at the Top

Sanches, Tatiana

doi:10.1007/978-3-319-74334-9_65

Cited by 6 publications

(6 citation statements)

References 10 publications

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“…A non-exhaustive literature review shows that there are common concerns globally, which several organisations are trying to answer. These (Brown & Swan, 2007) and Ireland (Research Libraries UK, 2014), as well as several individuals and collective researchers (Eden, 2015;Sanches, 2018;Shorley & Jubb, 2013). In all these papers, the issues focus on the need for libraries to adapt to the change emerging in higher education, in technologies, and in ways of communicating and sharing information.…”

Section: Resultsmentioning

confidence: 99%

International standards for information literacy

Sanches

Antunes

Lopes

2022

LIBER

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Librarians working in higher education want to support students in the pursuit of their academic work, based on the good use of information. To this end, they need to know the emerging pedagogical changes that they can take advantage of when designing their courses, integrating this knowledge into a more segmented, clear, and objective training offer, based on international references, published in the last decades, since the ACRL Standards, until the ACRL Framework. The attention given to these documents can prepare librarians for the necessary updating of skills, supporting innovation, and best practice achievement. This paper aims to systematise the evolution of concepts and practices of information literacy guidelines in higher education and identify their inspiration for the creation of Portuguese guidelines. An exploratory inventory of international information associations was carried out to identify information literacy guidelines. The content analysis of these guidelines allowed the identification of pedagogical trends in the performance of libraries and their professionals. The analysed contents show an interpretative evolution of the guidelines, converging in the ACRL Framework and the contents of the Portuguese recommendations for academic libraries for the period 2020-2022. It is evident that updating skills for librarians requires not only an awareness of sector trends, but also transforming them into good practice and recommendations appropriate for the national context.

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Section: Resultsmentioning

confidence: 99%

International standards for information literacy

Sanches

Antunes

Lopes

2022

LIBER

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“…In recent years, increasing attention has been paid to various types of media-related competence concepts, such as information literacy focusing on identifying, locating, evaluating, and using information in digital environments (Jones-Jang et al, 2019). In analogy to literacy as the ability to know and use the right letters to write our words, information literacy can be seen as the ability to navigate the world of information and make the right choices for our personal and professional information needs (Sanches, 2018). One of the competencies expected from information-literate individuals is to be able to critically evaluate information and the process of information seeking (Australian and New Zealand Institute for Information Literacy and Council of Australian University Librarians, 2004).…”

Section: 1 Sources Of Informationmentioning

confidence: 99%

Information literacy in the digital age: information sources, evaluation strategies, and perceived teaching competences of pre-service teachers

Trixa,

Kaspar

2024

Front. Psychol.

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IntroductionInformation literacy has become indispensable in navigating today’s fast-paced media environment, with teachers playing a pivotal role in fostering reflective and critical digital citizenship. Positioned as future gatekeepers, pre-service teachers are the key to teaching media skills and especially information literacy to future generations of pupils. Given the particular challenges facing educators today compared to previous generations, it is important to determine whether the next generation of teachers feel adequately prepared and perceive themselves as competent to pass on these skills to their future pupils. However, previous research has highlighted deficiencies in formal learning opportunities at universities, underscoring the need for further investigation into pre-service teachers’ information acquisition, evaluation practices as well as their perceived relevance to teaching, and person-related factors associated with their perceived competence in teaching information literacy.MethodAn online questionnaire was presented to participants, employing a mixed-method approach. We qualitatively examined the sources of information used by pre-service teachers and the evaluation strategies they employ, while quantitatively analyzing relationships between pre-service teachers’ person-related factors and their perceived teaching competence. Participants assessed their perceived teaching competence, perceived learning opportunities, self-efficacy (general and related to information assessment), perceived informedness, selective exposure, need for cognition, need for cognitive closure, and mistrust in media coverage.ResultsData from 371 participants revealed digital media dominance in information acquisition over traditional sources, albeit with a prevalence of surface-level evaluation strategies over reflective approaches. Two distinct dimensions of perceived competence in teaching information literacy emerged: one focusing on information assessment while the other centers on the understanding of news creation processes. Perceived competence in teaching information literacy was significantly associated with self-efficacy in information assessment, perceived informedness, selective exposure to information as well as perceived learning opportunities focusing on information evaluation. Moreover, pre-service teachers employing diverse information evaluation strategies demonstrated a heightened sense of perceived competence in teaching information assessment.DiscussionOur results provide valuable insights into the multifaceted nature of pre-service teachers’ perceived competence in teaching information literacy. Theoretical implications for future research as well as practical implications for teacher education and the structure of future curricula are discussed.

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“…Thus, it is legitimate to consider information literacy as a fundamental competence for teachers. This outlook is not new (see, for example, Ödalen, Brommesson, Erlingsson, Karlsson & Fogelgren, 2019;Sanches, 2017;Schrum, Niederhauser, Strudler, 2016). Student mentoring and supervision often includes tutoring for their research, and close monitoring of the student during the preparation of his academic work, involving research and in-depth use of information.…”

Section: Aligning Information Literacy With Teaching and Learningmentioning

confidence: 99%

Information skills and library knowledge for higher education teachers

Sanches

2020

6th International Conference on Higher Education Advances (HEAd'20)

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The explosion of information, not only in print, but in a digital context has become a fertile area for exploring, transmitting, and disseminating information, enabling learning and teaching, transforming and creating new knowledge. Higher education teachers need to be aware of how to train and guide their students in multiple ways to knowledge, including the ability to deal with information in print and digital contexts, so information literacy training should be a priority. This paper aims to list the skills to be developed by these teachers, preferably integrated into their professional development. Starting from the framework of tried-and-tested models, a flexible and comprehensive content structure is proposed, considering the need for their transfer to students. The importance of collaborative work with higher education libraries is stressed.

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Required Skills for Teachers: Information Literacy at the Top

Cited by 6 publications

References 10 publications

International standards for information literacy

International standards for information literacy

Information literacy in the digital age: information sources, evaluation strategies, and perceived teaching competences of pre-service teachers

Information skills and library knowledge for higher education teachers

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