Investigating teachers’ information literacy and its differences in individuals and schools: a large-scale evaluation in China

Chen, Min; Zhou, Chi; Man, Shuo; Li, Yating

doi:10.1007/s10639-022-11271-6

Cited by 8 publications

(4 citation statements)

References 61 publications

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“…However, the findings also suggested that kindergarten teachers' information literacy and cultural literacy need urgent improvement, especially in an information capacity and regarding participation in cultural activities. The former finding is consistent with the previous literature, which found that Chinese teachers' level of information application was relatively low [62]. Paradoxically, in the past decade, kindergarten teachers' information literacy has received more attention regarding improving the level of informatization of early childhood education in China.…”

Section: Level Of Kindergarten Teachers' Learning and Developmentsupporting

confidence: 90%

Development and Validation of Chinese Kindergarten Teachers’ Learning and Development Scale

et al. 2023

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This study examined Chinese kindergarten teachers’ learning and development (CKTLD) using a newly developed and validated instrument, the CKTLD scale. Altogether, 1170 kindergarten teachers who were randomly sampled from ten provinces in China participated in the survey. First, exploratory and confirmatory factor analyses confirmed a seven-factor structure: motivation, information literacy, cultural literacy, reflection, career planning, teacher collaboration, and belief and mission, thereby indicating that the CKTLD scale was reliable and valid. Second, descriptive statistics showed that the overall status of kindergarten teachers’ learning and development was below average in China; meanwhile, the level of motivation ranked the highest, while that of information literacy and cultural literacy were lower. Third, hierarchical regression analysis revealed that job position and teaching experience were critical predictors of teachers’ learning and development, after controlling for personal and family factors. The findings indicate the necessity of reforming teacher education and providing school support to enhance kindergarten teachers’ learning and development. Further, this study broadens the research framework and provides a valuable tool with which to evaluate kindergarten teachers’ learning and development in China and other countries.

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Section: Level Of Kindergarten Teachers' Learning and Developmentsupporting

confidence: 90%

Development and Validation of Chinese Kindergarten Teachers’ Learning and Development Scale

et al. 2023

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“…Third, there was a divide in digital teaching competence, indicating that rural teachers were poor at possessing the technical, pedagogical, and didactic incorporation of digital technologies in education (Cabero-Almenara et al 2021). Chen et al (2023) also determined the significant differences in the application of digital technology among rural, county, and urban schools. As et al…”

Section: Discussionmentioning

confidence: 99%

“…Geographic location of school was proven to be an essential variable for teachers to use digital technology (Chen et al 2023;Liu and Teddlie, 2009). Keramati et al (2011) showed that urban teachers had a positive attitude towards ICT use and could significantly influence their digital use.…”

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confidence: 99%

What are the determinants of rural-urban divide in teachers’ digital teaching competence? Empirical evidence from a large sample

Lin,

Chu,

Yang

et al. 2023

Humanit Soc Sci Commun

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The digital divide between rural and urban areas is becoming the key factors resulting educational imbalance, which might be exacerbated by differences in teachers’ digital teaching competence. Therefore, it was crucial to explore the divide and determinants of digital teaching competence between rural and urban teachers. A large-scale survey was conducted with 11,784 K–12 teachers in China (43.40% from rural schools and 56.60% from urban schools). First, this study investigated potential factors for teachers’ digital teaching competence, including information and communication technology (ICT) attitude, ICT skills, and data literacy. Second, the data indicated the digital divide existed, i.e., the ICT attitude, ICT skills, data literacy, and digital teaching competence of rural teachers were significantly lower than those of urban teachers. Third, the Blinder-Oaxaca decomposition method demonstrated that data literacy and ICT skills were the most important determinants of the divide in digital teaching competence between rural and urban teachers. Hence, our research provided important insights for policymakers, school leaders and teachers to bridge the digital divide.

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“…The design of its own assessment instruments has also been carried out in basic education. In China, to assess the information competency of first-and second-grade teachers, the China E-Learning Technology Standardization Committee designed and validated the Information Literacy Assessment Tool for Primary and Secondary School Teachers which has knowledge-based multiple-choice questions (Chen et al, 2023).…”

Section: Information Competency Assessmentmentioning

confidence: 99%

Development and Psychometric Validation of an Information Competency Assessment: The Information Management Brief Scale

Castillo-de-León,

Méndez-Hinojosa,

Cárdenas-Rodríguez

2024

EUROPEAN J ED RES

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<p style="text-align: justify;">Today's college students relate directly to the information through which they learn. They are the ones who detect the information they need, search and evaluate it, and also use it to develop academic projects. Information literacy programs have increased in universities to support the development of these skills to students. The aim of this study was to provide an instrument that allows the measurement of information competency in higher level students and generate evidence of its validity and reliability. The Information Management Brief Inventory (IMBS) was developed, which consisted of 16 Likert type items. IMBS was applied to a sample of 1,937 students from a public university in northern Mexico. For the evaluation of the construct validity and identification of the factor grouping of the items, an exploratory factor analysis (EFA) was carried out. Confirmatory factor analysis (CFA) was carried out to explore the goodness of fit of the model. It was found that the 16 items were grouped into three factors: information management, access to information and information ethics. The psychometric properties of IMBS were adequate.</p>

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Investigating teachers’ information literacy and its differences in individuals and schools: a large-scale evaluation in China

Cited by 8 publications

References 61 publications

Development and Validation of Chinese Kindergarten Teachers’ Learning and Development Scale

Development and Validation of Chinese Kindergarten Teachers’ Learning and Development Scale

What are the determinants of rural-urban divide in teachers’ digital teaching competence? Empirical evidence from a large sample

Development and Psychometric Validation of an Information Competency Assessment: The Information Management Brief Scale

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