Development and Application of Information Literacy Assessment Tool for Primary and Secondary School Teachers

Evaluation of teachers’ information literacy based on information of behavioral data in online learning and teaching platforms: an empirical study of China

“…Based on the framework for teacher information literacy standards, a comprehensive evaluation index for teachers’ information literacy was proposed in our previous study (Zhou et al , 2020). The framework evaluates information literacy among primary and secondary school teachers on the five dimensions of information awareness, knowledge, application and ethics and security and professional engagement; these dimensions include 13 second-level indicators and 38 third-level indicators, as shown in Figure 1.…”

“…An information literacy evaluation instrument (questionnaire) was also developed for primary and secondary school teachers. The scientific quality and rationality of this instrument were tested by analyzing its reliability, validity, difficulty and differentiation through a presurvey with 1668 primary and secondary school teachers (Zhou et al , 2020). In this study, difficulty coefficient P was 0.68, and discrimination degree D was 0.45, which indicated that the questionnaire has moderate difficulty and good discrimination.…”

“…In this context, teachers’ information literacy must be further developed based on the characteristics of teachers’ professional roles. In general, teachers’ information literacy is an extension of citizens’ information literacy and aims to promote information usage and teachers’ development, including information awareness, knowledge, application, ethics and security, and professional participation (Zhou et al , 2020). Teachers’ information literacy has a series of evaluation frameworks or standards, as shown in Table 1.…”

“…As a typical field of information development, education is rapidly extending from its original individual physical spaces, represented by classrooms, to the hybrid space of on- and offline. During the COVID-19 epidemic prevention and control period, large-scale, long-term and pure online teaching has become globally prevalent, and teachers’ information literacy has become a decisive factor in this new environment (Zhou et al , 2020). Therefore, the ability to conduct a scientific and reasonable evaluation of the status of teachers’ information literacy is an urgent challenge for researchers and practitioners and essential for the comprehensive and continuous improvement of teachers’ information literacy.…”

Digital information literacy skills and use of electronic resources by humanities graduate students at Kenneth Dike Library, University of Ibadan, Nigeria

“…In evaluating information literacy, typical standards and frameworks have been documented (ACRL, 2015; IEA, 2013; ILFA, 2006; SCONUL Working Group on Information Literacy, 2011; UNESCO, 2013). However, many scholars have expanded and constructed special information literacy evaluation indicators for various fields and objects (Niemelä et al , 2012; Zhou et al , 2020), which according to Li et al (2021) provide satisfactory support for the precise evaluation of information literacy in different scenarios. Regarding the methods of evaluating information literacy, most scholars use only self-designed questionnaires that consist of self-assessments with closed-ended test questions (Pinto et al , 2019).…”