This article was written as part of an academic project about the autoethnographs of the times of crisis that academic teachers from several universities in Poland took part in. From the collected stories about experiencing the pandemic, we singled out the thread of distance learning. We created a multivoiced narrative and then submitted it to a collective reflection. Collective autoethnography made it possible not only to recognize changes in the thinking about the self, academic culture, and teaching itself but also to pose questions about the possibility of transformation.
Dynamic changes characteristic of modern societies, especially those involved heavily in technological transformation create special conditions for adaptation of the network environment to the needs of education� The introduction to this article discusses contexts of the issue as a precondition resulting from the threat of digital divide of teachers� Then, the paper includes considerations on the conditions of the constitution of information literacy as a result of the revision of theory and practice� It proposes a process of examination of teacher information literacy in the digital environment in the perspective of hermeneutic methodology� Conclusions provide the proposal to include research on the development of teacher information literacy in the process of the network society formation�
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