THE COMPARISON OF THE INFORMATION LITERACY SELF EFFICACY OF PROSPECTIVE TEACHERS IN TERMS OF SOME VARIABLES
In this study, it is aimed that teachers information literacy self-efficacy is compared to some variables. For this reason descriptive survey model is preferred in this study. Data collection tool of this study is information literacy self-efficacy scale. This scale is implemented on 783 prospective...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | DE EN FR TR |
| Publicado: |
Fırat University
2019
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/fcb949074fd14078b54701349b5d2ad4 |
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| Sumario: | In this study, it is aimed that teachers information literacy self-efficacy is compared to some variables. For this reason descriptive survey model is preferred in this study. Data collection tool of this study is information literacy self-efficacy scale. This scale is implemented on 783 prospective teachers from various departments of The Faculty of Education in Fırat University. In this way data collection is successfully completed. The findings of the independent groups were compared by t test and one way analysis of variance, but when homogeneity requirement cannot be maintained, it was applied Mann Whitney U and Kruskal Wallis H test. One of the findings in this study is that taking the information literacy course in research methods class and self-efficacy variables make no difference. Furthermore, in the library literacy self-efficacy sub-dimension of the information literacy self-efficacy scale, significant difference has been observed compared to the most preferred information getting variable. When Responses to the items of the scale compared in terms of the variable section it was observed significant difference in general of the scale and all the sub-factors of the scale. Increasing in the quantity and quality of information quality, the importance of having lifelong learning skills has revealed the need of developing such as information literacy skills. It has to be determined prospective teachers’ information literacy efficacy on which level before they work and it has to be tried to eliminate the observed defects. It needs to be created a difference among lifelong learning skills of information literacy self-efficacy. |
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