21^st Century Skills for Sustainable Education: Prediction Level of Teachers’ Information Literacy Skills on Their Digital Literacy Skills

Abstract

The current digital environment offers a unique access opportunity to information, tools, and sources for teachers to educate and teach using digital. It is vital for teachers, who have important roles to raise future generations, to have information literacy and digital literacy skills. It is essential that teachers who educate individuals raised with a technology called the Z generation to have both, information literacy and digital literacy skills. Within this context, the present study aims to define the relationship between information literacy skills and digital literacy skills of teachers in the age of digitalization, in which the transformation has been experienced in the education sector. A cross-sectional survey was used within this study, which was prepared according to the quantitative research paradigm. The research includes random and disproportionate cluster sampling methods and focuses on teachers who worked in a preschool, or in primary, secondary and high schools in the Eastern and Southeast Anatolia Regions in the 2018–2019 academic year. Structural equation modeling was used to determine to what extent teachers’ information literacy skills predict their digital literacy skills. The relationship between the teachers’ information literacy and digital literacy skills was calculated using Pearson product-moment correlation coefficient, and the frequency, percentage, arithmetic mean, and standard deviation values of the data collected from teachers through scales were calculated. As a result of the analysis, one of the results is that the teachers’ information literacy skills affect their digital literacy skills positively.

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