The information literacy self-efficacy of disadvantaged teachers in South Africa
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Date
2013
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Springer
Abstract
The aim of this study was to gauge teachers� information literacy
self-efficacy thereby eliciting clues to possible gaps in teachers� knowledge and
skills which could be addressed during an information literacy education course.
Twenty nine teachers completed a pre-and post-course information literacy
questionnaire. The teachers were part of a school librarianship programme
offered at the University of the Western Cape. The results of the study indicate
that the intervention of the course had a positive effect on teachers�
information literacy.
Description
Keywords
Information literacy, Teachers, Self-efficacy
Citation
Zinn, S.E. (2013). The information literacy self-efficacy of disadvantaged teachers in South Africa. In Kurbano?lu, S. et al. (eds) Worldwide commonalities and challenges in information literacy research and practice. Revised selected papers of the European Conference on Information Literacy, Istanbul, 22-25 October 2013. Cham: Springer pp. 212-218