Teachers’ perceived information literacy self-efficacy

Abstract

The aim of this research was to examine the factors that might correlate with variables that may explain teachers’ perceptions of their information literacy self-efficacy level. The study was conducted among 101 teachers during the 2018 academic year. It used the following questionnaires: information literacy self-efficacy level, being a digital newcomer/native, personality variables taken from the Big Five model, mastery of computer applications, personal characteristics, and participation in a digital program. Researchers used a quantitative methodology. Findings present a correlation between teachers’ perceptions of their information literacy self-efficacy level and openness to experience and neuroticism, teachers’ level of digital skills, and teachers’ participation in a digital program. We propose that the ministry of education should focus on developing pre-service teachers’ and teachers’ information literacy skills, thus enhancing their information literacy self-efficacy.

Examining the influence of pre-service teachers’ digital native traits on their technology acceptance: A Serbian perspective

“…According to the findings of Aharony and Gazit (2019), students who grew up with technology are more likely to have greater information literacy selfefficacy. Shonfeld et al (2021) found positive relationships between information literacy self-efficacy and digital native traits, as well as computer abilities. Yurdakul (2018) found that technological pedagogical content knowledge (TPCK) competence is significantly influenced by digital native traits.…”

“…Multiple researches have used the DNAS to assess students from various cultures and to investigate correlations between digital native traits and other technology-centric variables since its release (Akçayır et al, 2016;Shonfeld et al, 2021;Wang et al, 2019;Yurdakul, 2018). Few research, on the other hand, has sought to validate the structure in diverse populations (Chen et al, 2016;Huang et al, 2021;Teo, 2016;Teo et al, 2016;Wagner & Acier, 2017;Wilson et al, 2020).…”

Exploring the roles of information search and information evaluation literacy and pre-service teachers’ ICT self-efficacy in teaching

“…Study program developers should consider that ICT used in educational practice are constantly evolving (Ju Joo et al, 2018 ; Shonfeld et al, 2021 ). Lack of information about new ICT reduces teachers’ ICT self-efficacy (Karaseva, 2016 ).…”

“…The development of information and communication technology (ICT) has exploded at an impressive rate. In education, teachers are the key actors implementing and integrating ICT, as well as experts in teaching content (Ju Joo et al, 2018 ; Shonfeld et al, 2021 ). The successful integration of ICT in education depends on teachers’ personal readiness to use technological tools (Hatlevik & Hatlevik, 2018 ).…”

Improving College Students’ Information Management Ability

“…It should not only include normal university students' understanding of the basic knowledge of information, the mastery of the use of information tools and the learning of information knowledge in the future teaching, but also include the understanding and observance of information ethics. The concept of information literacy was put forward by Paul Zekowski, the simple definition, from the American Library Association in 1989 [9], is to be able to determine when information is needed, how to obtain it, and how to evaluate and effectively use it.…”