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Secondary School Teachers’ Attitudes to Information Literacy: A Study of A Questionnaire Validity

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Information Literacy in Everyday Life (ECIL 2018)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 989))

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Abstract

The objective of this paper is to determine the validity and reliability of an originally created questionnaire as an instrument to develop an understanding of secondary school teachers’ knowledge on information literacy and practices implemented with developing student’s information literacy skills in Hungary, Poland, and Lithuania. This research will support a research project that aims the harmonisation of various theories of information literacy with the proper application of information literacy to public (K12) education. This paper presents a pilot survey among Lithuanian teachers on a sample of 102 participants in the spring of 2018. We gathered data for this study using a computer-assisted web interviewing (CAWI) technique and administered an online survey using the 1KA.SI web survey tool. The collected data was analysed by IBM SPSS Statistics ver. 19. Internal consistency of the questionnaire measured by Cronbach’s alpha coefficient. Scale and construct validity evaluated using Principal components analysis with Varimax Rotation. The authors feel assured in using the questionnaire for the wider scope survey.

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References

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Acknowledgments

This paper is one of the outcomes of the research project EFOP-3.6.1-16-2016-00001 “Complex Development of Research Capacities and Services at Eszterházy Károly University”.

Author information

Authors and Affiliations

  1. Vilnius University, Vilnius, Lithuania

    Vincas Grigas

  2. University of Warsaw, Warsaw, Poland

    Anna Mierzecka

  3. Eszterházy Károly University, Eger, Hungary

    Tímea Tomori

  4. Eszterházy Károly University, Jászberény, Hungary

    Tibor Koltay

Authors
  1. Vincas Grigas
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  2. Anna Mierzecka
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  3. Tímea Tomori
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  4. Tibor Koltay
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Corresponding author

Correspondence to Vincas Grigas .

Editor information

Editors and Affiliations

  1. Department of Information Management, Faculty of Letters, Hacettepe University, Beytepe, Ankara, Turkey

    Serap Kurbanoğlu

  2. Department of Information and Communication Sciences, Faculty of Humanities and Social Sciences, University of Zagreb, Zagreb, Croatia

    Sonja Špiranec

  3. Department of Information Management, Faculty of Letters, Hacettepe University, Beytepe, Ankara, Turkey

    Yurdagül Ünal

  4. University of Paris-Est, Champs-sur-Marne, France

    Joumana Boustany

  5. Department of Information and Communication Studies, Faculty of Humanities, University of Oulu, Oulu, Finland

    Maija Leena Huotari

  6. Department of Information Studies , University of California Los Angeles, Los Angeles, CA, USA

    Esther Grassian

  7. Charles E. Young Research Library, University of California Los Angeles, Los Angeles, CA, USA

    Diane Mizrachi

  8. School of Information, The University of Texas at Austin, Austin, TX, USA

    Loriene Roy

Appendix

Appendix

The questionnaire for developing an understanding of secondary school teachers’ knowledge on information literacy and practices

  1. 1.

    What is your main teaching discipline? [open question].

  2. 2.

    How would you rate your student’s ability in information literacy skills?

    1 = Very Low, 2 = Below Average, 3 = Average, 4 = Above Average, 5 = Very High

    • Choices: (a) identifying need for information; (b) identifying reliable information sources needed to address a given problem; (c) finding needed information; (d) evaluating the information; (e) synthesising information; (f) citing sources appropriately.

  3. 3.

    How would you describe your readiness for teaching information literacy?

    • Choices: (a) I feel very well prepared to teach IL courses; (b) I think I should learn more myself to teach IL courses; (c) I would like first participate myself in organised IL course to teach IL courses; (d) I would like to teach IL courses with cooperation with some other person (i.e. librarian); (e) I don’t think I could teach IL courses; (f) Other [open question].

  4. 4.

    What was the main source of your information skills?

    • Choices: (a) It was part of my study program; (b) I participated in special additional courses dedicated to IL; (c) I learn with the help of my colleagues/family; (d) I learn myself; (e) I have never had the courses dedicated to IL; (f) Other [open question].

  5. 5.

    In my point of view …

    1 = strongly disagree, 2 = disagree, 3 = undecided, 4 = agree, 5 = strongly agree

    • Choices: (a) Information literacy skills are the same as library skills; (b) Information literacy skills should be taught explicitly; (c) Information literacy is concerned mostly with ICT; (d) Information skills will develop naturally as students do more research assignments.

  6. 6.

    I agree or disagree that …

    1 = strongly disagree, 2 = disagree, 3 = undecided, 4 = agree, 5 = strongly agree

    • Choices: (a) I feel prepared to teach information literacy skills by myself; (b) I am suited with common methods/process for helping students to deal with information; (c) I expect students coming to secondary school already have good information skills; (d) I see a librarian as an expert in educating information literacy; (e) My school has school-wide plan of information literacy skills development; (f) At my school I am provided with a variety of strategies for teaching information skills to students.

  7. 7.

    What are your experience in information literacy teaching?

    • Choices: (a) I taught the course dedicated to IL; (b) I was cooperating with other teachers in teaching/preparing course dedicated to IL; (c) During my courses I included some materials connected to IL; (d) I think that IL teaching is not the topic I should be concerned; (e) Other [open question].

  8. 8.

    Whose responsibility to teach information literacy skills should be?

    • Choices: Teachers’ responsibility; Librarians’ responsibility; Led by teachers, but in collaboration and support of librarians; Other [open question].

  9. 9.

    Are you familiar with the concept of information literacy? Choices: Yes; No; Other [open question].

  10. 10.

    Have you ever heard about media literacy? Choices: Yes; No; Other [open question].

  11. 11.

    The student levels that I mainly teach are … Choices: Y 5–7; Y 8–10; Y 11–12; Other [open question].

  12. 12.

    I have been teaching for … Choices: Less than 5 years; 5–9 years; 10–14 years; longer than 14 years.

  13. 13.

    Age band. Choices: 20–29 years of age; 30–39; 40–55; 55 plus.

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Grigas, V., Mierzecka, A., Tomori, T., Koltay, T. (2019). Secondary School Teachers’ Attitudes to Information Literacy: A Study of A Questionnaire Validity. In: Kurbanoğlu, S., et al. Information Literacy in Everyday Life. ECIL 2018. Communications in Computer and Information Science, vol 989. Springer, Cham. https://doi.org/10.1007/978-3-030-13472-3_34

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  • DOI: https://doi.org/10.1007/978-3-030-13472-3_34

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-13471-6

  • Online ISBN: 978-3-030-13472-3

  • eBook Packages: Computer ScienceComputer Science (R0)

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