Ewing, R., Lehner-Quam, A., James, A., Gregor, M., Rosenzweig, J., & Ditkoff, J. (2024). Teacher Education and Information Literacy: Introducing the Instruction for Educators Companion Document. College & Research Libraries News, 85(4), 139. https://doi.org/10.5860/crln.85.4.139 The companion document itself is here: https://acrl.libguides.com/ed
Trixa, J. & Kaspar, K. (2024). Information literacy in the digital age: information sources, evaluation strategies, and perceived teaching competences of pre-service teachers. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1336436
"An online questionnaire was presented to participants [371 pre service teachers in Germany] , 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. " Results "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."
Photo by Sheila Webber: spring blossom and bark, March 2024
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