Trixa Jessica, Kaspar Kai
Department of Psychology, University of Cologne, Cologne, Germany.
Front Psychol. 2024 Mar 15;15:1336436. doi: 10.3389/fpsyg.2024.1336436. eCollection 2024.
Information literacy has become indispensable in navigating today's fast-paced media environment, with teachers playing a pivotal role in fostering reflective and critical digital citizenship. Positioned as future gatekeepers, pre-service teachers are the key to teaching media skills and especially information literacy to future generations of pupils. Given the particular challenges facing educators today compared to previous generations, it is important to determine whether the next generation of teachers feel adequately prepared and perceive themselves as competent to pass on these skills to their future pupils. However, previous research has highlighted deficiencies in formal learning opportunities at universities, underscoring the need for further investigation into pre-service teachers' information acquisition, evaluation practices as well as their perceived relevance to teaching, and person-related factors associated with their perceived competence in teaching information literacy.
An online questionnaire was presented to participants, employing a mixed-method approach. We qualitatively examined the sources of information used by pre-service teachers and the evaluation strategies they employ, while quantitatively analyzing relationships between pre-service teachers' person-related factors and their perceived teaching competence. Participants assessed their perceived teaching competence, perceived learning opportunities, self-efficacy (general and related to information assessment), perceived informedness, selective exposure, need for cognition, need for cognitive closure, and mistrust in media coverage.
Data from 371 participants revealed digital media dominance in information acquisition over traditional sources, albeit with a prevalence of surface-level evaluation strategies over reflective approaches. Two distinct dimensions of perceived competence in teaching information literacy emerged: one focusing on information assessment while the other centers on the understanding of news creation processes. Perceived competence in teaching information literacy was significantly associated with self-efficacy in information assessment, perceived informedness, selective exposure to information as well as perceived learning opportunities focusing on information evaluation. Moreover, pre-service teachers employing diverse information evaluation strategies demonstrated a heightened sense of perceived competence in teaching information assessment.
Our results provide valuable insights into the multifaceted nature of pre-service teachers' perceived competence in teaching information literacy. Theoretical implications for future research as well as practical implications for teacher education and the structure of future curricula are discussed.
在当今快节奏的媒体环境中，信息素养已变得不可或缺，教师在培养反思性和批判性数字公民方面发挥着关键作用。职前教师作为未来的把关人，是向未来几代学生传授媒体技能尤其是信息素养的关键。鉴于与前几代教育工作者相比，当今教育工作者面临着特殊挑战，确定下一代教师是否觉得自己准备充分并认为自己有能力将这些技能传授给未来的学生非常重要。然而，先前的研究强调了大学正规学习机会的不足，凸显了有必要进一步调查职前教师的信息获取、评估实践以及他们对教学的感知相关性，以及与他们在信息素养教学中感知能力相关的个人因素。
采用混合方法，向参与者发放在线问卷。我们定性地研究了职前教师使用的信息来源及其采用的评估策略，同时定量分析了职前教师的个人因素与其感知教学能力之间的关系。参与者评估了他们的感知教学能力、感知学习机会、自我效能感（一般和与信息评估相关）、感知信息灵通程度、选择性接触、认知需求、认知闭合需求以及对媒体报道的不信任。
来自371名参与者的数据显示，在信息获取方面数字媒体比传统来源更具优势，尽管表面层次的评估策略比反思性方法更为普遍。出现了两个不同的信息素养教学感知能力维度：一个侧重于信息评估，另一个集中在对新闻创作过程的理解上。信息素养教学的感知能力与信息评估的自我效能感、感知信息灵通程度、对信息的选择性接触以及侧重于信息评估的感知学习机会显著相关。此外，采用多种信息评估策略的职前教师在信息评估教学方面的感知能力更强。
我们的结果为职前教师在信息素养教学中感知能力的多面性提供了有价值的见解。讨论了对未来研究的理论意义以及对教师教育和未来课程结构的实践意义。
