The information literacy self-efficacy of disadvantaged teachers in South Africa

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dc.contributor.authorZinn, Sandy
dc.date.accessioned23/03/2015 12:12
dc.date.available23/03/2015 12:12
dc.date.issued2013
dc.description.abstractThe 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.en_US
dc.description.accreditationWeb of Scienceen_US
dc.identifier.citationZinn, 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. 212-218en_US
dc.identifier.otherDOI is 10.1007/978-3-319-03919-0
dc.identifier.urihttps://hdl.handle.net/10566/1387
dc.language.isoenen_US
dc.privacy.showsubmitterFALSE
dc.publisherSpringeren_US
dc.relation.ispartofseriesCommunications in computer and information science;397
dc.rightsThis is the author post-print of a conference paper published in the Proceedings. Issued under a Attribution 4.0 International (CC BY 4.0) licence.
dc.source.urihttp://link.springer.com/chapter/10.1007%2F978-3-319-03919-0_27
dc.status.ispeerreviewedTRUE
dc.subjectInformation literacyen_US
dc.subjectTeachersen_US
dc.subjectSelf-efficacyen_US
dc.titleThe information literacy self-efficacy of disadvantaged teachers in South Africaen_US
dc.typeBook chapteren_US

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