Teachers and information literacy: understandings and perceptions of the concept

Christine Shannon, Jacqueline Reilly, Jessica Bates

Research output: Contribution to journalArticle

Abstract

Building on our 2017 article focussing on school library staff perceptions of teachers’ information literacy, this article reports on the information literacy (IL) understandings and skills of teachers in post primary schools throughout Northern Ireland. Results of a comprehensive online teacher survey (n=426) indicated that despite misplaced confidence in their own skills, teachers’ IL understandings and skills were underdeveloped. The majority of respondents had neither received IL training nor included IL instruction in their teaching. The significance of these findings for theory, practice and policy relating to the teaching of IL skills, which are intended to equip young people to become active citizens and members of a skilled workforce, is discussed.
LanguageEnglish
Pages41-72
Number of pages31
JournalJournal of Information Literacy
Volume13
Issue number2
DOIs
Publication statusPublished - 3 Dec 2019

Fingerprint

literacy
teacher
theory-practice
Teaching
primary school
confidence
instruction
citizen
staff
school

Cite this

@article{e87512ad0f274e30b53aecae7bf74a1c,
title = "Teachers and information literacy: understandings and perceptions of the concept",
abstract = "Building on our 2017 article focussing on school library staff perceptions of teachers’ information literacy, this article reports on the information literacy (IL) understandings and skills of teachers in post primary schools throughout Northern Ireland. Results of a comprehensive online teacher survey (n=426) indicated that despite misplaced confidence in their own skills, teachers’ IL understandings and skills were underdeveloped. The majority of respondents had neither received IL training nor included IL instruction in their teaching. The significance of these findings for theory, practice and policy relating to the teaching of IL skills, which are intended to equip young people to become active citizens and members of a skilled workforce, is discussed.",
author = "Christine Shannon and Jacqueline Reilly and Jessica Bates",
year = "2019",
month = "12",
day = "3",
doi = "10.11645/13.2.2642",
language = "English",
volume = "13",
pages = "41--72",
journal = "Journal of Information Literacy",
issn = "1750-5968",
number = "2",

}

Teachers and information literacy: understandings and perceptions of the concept. / Shannon, Christine; Reilly, Jacqueline; Bates, Jessica.

In: Journal of Information Literacy, Vol. 13, No. 2, 03.12.2019, p. 41-72.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Teachers and information literacy: understandings and perceptions of the concept

AU - Shannon, Christine

AU - Reilly, Jacqueline

AU - Bates, Jessica

PY - 2019/12/3

Y1 - 2019/12/3

N2 - Building on our 2017 article focussing on school library staff perceptions of teachers’ information literacy, this article reports on the information literacy (IL) understandings and skills of teachers in post primary schools throughout Northern Ireland. Results of a comprehensive online teacher survey (n=426) indicated that despite misplaced confidence in their own skills, teachers’ IL understandings and skills were underdeveloped. The majority of respondents had neither received IL training nor included IL instruction in their teaching. The significance of these findings for theory, practice and policy relating to the teaching of IL skills, which are intended to equip young people to become active citizens and members of a skilled workforce, is discussed.

AB - Building on our 2017 article focussing on school library staff perceptions of teachers’ information literacy, this article reports on the information literacy (IL) understandings and skills of teachers in post primary schools throughout Northern Ireland. Results of a comprehensive online teacher survey (n=426) indicated that despite misplaced confidence in their own skills, teachers’ IL understandings and skills were underdeveloped. The majority of respondents had neither received IL training nor included IL instruction in their teaching. The significance of these findings for theory, practice and policy relating to the teaching of IL skills, which are intended to equip young people to become active citizens and members of a skilled workforce, is discussed.

U2 - 10.11645/13.2.2642

DO - 10.11645/13.2.2642

M3 - Article

VL - 13

SP - 41

EP - 72

JO - Journal of Information Literacy

T2 - Journal of Information Literacy

JF - Journal of Information Literacy

SN - 1750-5968

IS - 2

ER -