Info literacy skills predict teachers’ ICT self-efficacy
For Lithuanian pre-service teachers, stronger perceived information evaluation and search literacy predicted higher ICT self-efficacy for teaching.
Source
Exploring the roles of information search and information evaluation literacy and pre-service teachers' ICT self-efficacy in teaching
Study at a glance
- Design
- Cross-sectional — SEM survey linking information literacy to ICT teaching self-efficacy
- N
- N=310 · 310 pre-service teachers at two Lithuanian universities
- Population
- Lithuanian pre-service teachers
- Outcome
- ICT self-efficacy for teaching predicted by information evaluation and search literacy
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Info literacy skills predict teachers’ ICT self-efficacy
These passages occur verbatim in the stored paper text. They support the points listed below; they do not verify every statement in the explanation.
Sample of 310 pre-service teachers
This means that our chosen sample of 310 students was representative.
What population was studied?
The participants were students in teacher training programs at Vytautas Magnus University and Vilnius University in Lithuania.
What they did
Researchers surveyed pre-service teachers at Vytautas Magnus University and Vilnius University and tested a structural equation model relating information evaluation literacy, information search literacy, and ICT self-efficacy in teaching.
What they found
Perceived information evaluation literacy positively predicted information search literacy and ICT self-efficacy; information search literacy also positively predicted ICT self-efficacy, including an indirect path from evaluation literacy through search literacy.
The limits
What it doesn't show
Self-report SEM on a cross-sectional sample cannot prove that training literacy causes higher teaching ICT self-efficacy, and findings are limited to Lithuanian teacher-education contexts.
Key terms
- ICT self-efficacy in teaching
- Belief in one’s capability to use ICT effectively while teaching.
- Information evaluation literacy
- Perceived ability to judge the quality/credibility of information.
- Information search literacy
- Perceived ability to find relevant information effectively.
- Structural equation modeling (SEM)
- A statistical approach testing hypothesized relationships among latent constructs.
- Pre-service teachers
- Students in teacher-education programs preparing to enter teaching.
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What outcome did the SEM primarily explain?
Common questions
Who participated?
Pre-service teachers at two major Lithuanian teacher-training universities (sample of 310).
What predicted ICT teaching self-efficacy?
Both information evaluation and information search literacy showed positive direct effects.
Was there an indirect effect?
Yes—evaluation literacy indirectly related to ICT self-efficacy via search literacy.
Why care about ICT self-efficacy?
Lower ICT self-efficacy is linked in cited work to less frequent ICT use.
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