The Effect of Information Literacy on Teachers’ Critical Thinking Disposition

Abstract

The concepts of information literacy and critical thinking are two important concepts of today's information and technology age closely related to each other and sometimes used interchangeably. The purpose of the current study is to explore the relationship between the secondary school teachers' critical thinking disposition and information literacy. The study was conducted in line with relational survey model. The study group of the research is comprised of 626 secondary school teachers working in 22 secondary schools located in the Şehzadeler province of the city of Manisa in Turkey. The scales were administered to all the teachers in the study group. However, the total number of teachers sampled resulted in 473 (75.56%) usable survey protocols. In the collection of the research data, Turkish adaptation of California Critical Thinking Disposition Inventory (CCTDI-T) and Information Literacy Scale were used. The findings of the study revealed that the teachers' critical thinking disposition and their information literacy levels are "low". Besides, it was found that there is a significant, positive and bilateral relationship between the teachers' critical thinking disposition and information literacy. Moreover, the regression analysis results indicate that the dimensions of information literacy level explain 15% of critical thinking.

A transnational comparative study of preservice teachers’ critical thinking skills and metaliteracy self-efficacy

“…These results, though showing a weak positive relationship, argue, on the conceptual level, for a better combination between information, digital or media literacy and critical thinking. Links between critical thinking disposition and information literacy were already known (Çiçek Sağlam et al. , 2017), as well as media literacy being an important predictor of critical thinking disposition (Karaman, 2016).…”

Challenges and Expectations towards Information Literacy Skills: Voices from Teachers’ Training of Scientific Writing

“…The literacy test consisted of questions about various forms of choice that refer to 32 literacy abilities. The indicator components of the literacy test included (a) choosing various sources of references, (b) considering the importance of copyright issue, (c) understanding research terminologies, (d) writing scientific articles systematically, (e) analyzing information from books, (f) analyzing information on the internet, (g) exploring for information on the internet, (h) gaining skills for searching information, (i) determining types of information, and (j) prioritizing selected information (Cicek, Cankaya, Ucer, & Cetin, 2017;Çoklar, Yaman, & Yurdakul, 2017;Nwosu, Obiamalu, & Udem, 2015;Shao & Purpur, 2016;Saunders, 2018;Shreffler & Gauder, 2018).…”

“…The opposition, however, argue that ILS practices seem to be problematic, especially for teachers as a result of schooling systems mandating ILS in the curriculum (Cicek, Cankaya, Ucer, & Cetin, 2017;Feng & Ha, 2016) to support learning experience (Chiarella, Khadem, Brown, & Wrobel, 2014). Some research findings proofed that there are various problems for teachers in their fields, including difficulty in using information technology in the learning process (Alba & Trani, 2018;Swaramarinda, 2018;Ivanova, Frolov, & Nikulchev, 2016;Montrieux, Vanderlinde, Schellens, & De Marez, 2015), and in seeking information (Subekti, Purnomo, et al, 2018b).…”

Digital Literacy Analysis of Elementary School Teachers on Distance Learning Instructional Process in Yogyakarta

“…Information literacy is defined as the ability of an information literate person to use technology, digital communication tools, and networks to access, manage, integrate, evaluate, and create information to be useful as knowledge and to use it effectively (Cicek Saglam, Cankaya, Ucer, & Cetin, 2017;Godbey, 2018).…”