You are here:

A Quantitative and Qualitative Inquiry into Future Teachers’ Use of Information and Communications Technology to Develop Students’ Information Literacy Skills | Enquête quantitative et qualitative auprès de futurs enseignants portant sur l’utilisation des technologies de l’information et de la communication pour développer les compétences informationnelles des élèves
ARTICLE

,

CJLT Volume 42, Number 5, ISSN 1499-6677 e-ISSN 1499-6677 Publisher: Canadian Network for Innovation in Education

Abstract

This study aims to understand how preservice programs prepare future teachers to use ICT to develop students’ information literacy skills. A survey was conducted from January 2014 through May 2014 with 413 future teachers in four French Canadian universities. In the spring of 2015, qualitative data were also collected from 48 students in their final year of an initial teacher training program. Our findings suggest that although future teachers receive formal ICT training as part of their program, information literacy is not formally addressed. Nevertheless, information literacy is perceived to be an important skill. In addition to a lack of formal training, future teachers perceive that barriers such as time constraints and lack of access to necessary technologies in the classroom will prevent them from helping students develop information literacy skills. Based on these results, we propose some practical implications and recommendations for preservice programs and education policy makers.Cette étude vise à mieux comprendre comment la formation initiale en enseignement prépare les futurs enseignants à utiliser les TIC pour développer les compétences informationnelles des élèves. Dans un premier temps, une enquête a été réalisée entre janvier et mai 2014 auprès de 413 futurs enseignants dans quatre universités québécoises. Dans un second temps, au printemps 2015, des données qualitatives ont été recueillies auprès de 48 futurs enseignants au cours du dernier trimestre de leur formation initiale. Nos analyses suggèrent que si les futurs enseignants reçoivent une formation à l’utilisation pédagogique des TIC, les compétences informationnelles ne sont pas explicitement abordées, et ce, bien qu’elles soient perçues comme essentielles. De plus, les contraintes de temps et l’accessibilité aux outils informatiques sont pressenties comme des défis importants. Sur la base des suggestions des participants, nous dégageons des retombées pratiques pour la formation initiale et pour les détenteurs d’enjeux en éducation.

Citation

Simard, S. & Karsenti, T. (2016). A Quantitative and Qualitative Inquiry into Future Teachers’ Use of Information and Communications Technology to Develop Students’ Information Literacy Skills | Enquête quantitative et qualitative auprès de futurs enseignants portant sur l’utilisation des technologies de l’information et de la communication pour développer les compétences informationnelles des élèves. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 42(5),. Canadian Network for Innovation in Education. Retrieved March 25, 2019 from .

View References & Citations Map

References

  1. Andreassen, R. & Bråten, I. (2013). Teachers’ source evaluation self-efficacy predicts their use of relevant source features when evaluating the trustworthiness of web sources on special education. British Journal of Educational Technology, 44(5), 821–836.
  2. Beheshti, J., Cole, C., Kuhlthau, C. & Bilal, D. (2013). Enabling systems for inquiry-based learning. Proceedings of the American Society for Information Science and Technology,50(1), 1-3.
  3. Brand-Gruwel, S., Wopereis, I. & Vermetten, Y. (2005). Information problem solving by experts and novices: Analysis of a complex cognitive skill. Computers in Human Behavior,21(3), 487–508.
  4. Carifio, J. & Perla, R. (2008). Resolving the 50-year debate around using and misusing Likert scales. Medical Education, 42(12), 1150-1152.
  5. Davis, F.D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340.
  6. Dervin, B. (1983). An overview of sense-making research: Concepts, methods, and results to date., Paper presented at the annual meeting of the International Communications Association, Dallas, TX, May 1983, Retrieved from http://communication.sbs.ohiostate.edu/sense-making/art/artdervin83.html
  7. Dumouchel, G. & Karsenti, T. (2013). Les compétences informationnelles relatives au Web des futurs enseignants québécois et leur préparation à les enseigner : Résultats d’une enquête. Éducation et Francophonie, 41(1), 7-29.
  8. Fishbein, M. & Ajzen, I. (2010). Predicting and changing behavior: The reasoned action approach. New York, NY: Psychology Press.
  9. Fournier, H. (2007). Strat ies de recherche et de traitement de l’information dans les environnements informatiques et sentiment d’efficacit personnelle des futurs ensei nants à l’ ard de ces strat ies. Retrieved from http://www.archipel.uqam.ca/807/
  10. Frisch, M. (2003). Évolutions de la documentation: Naissance d’une discipline scolaire. Paris,France: L’Harmattan.
  11. Gouvernement du Québec. (1996). R nover notre système d’ ducation: dix chantiers prioritaires. Rapport final de la Commission des États généraux sur l’éducation. Quebec,Canada: Ministère de l’Éducation du Québec.
  12. Hattie, J. (2015). Ohn attie on inquiry-ased learnin [Video]. Retrieved from https://www.youtube.com/watch?v=YUooOYbgSUg
  13. Helvoort, A.A.J. (2010). Impact of recent trends in information and communication technology on the validity of the construct information literacy in higher education. In S. Kurbanoğlu, U. Al, P. Lepon Erdoğan, Y. Tonta & N. Uçak (Eds.), Technological convergence and social networks in information management (vol. 96, pp. 61–73). New
  14. Karsenti, T. & Dumouchel, G. (2011). Former aux compétences informationnelles au Québec : une mission partagée. In I. Fabre (Eds.), Professeur-documentaliste: un tiers métier (pp. 87-109). Toulouse, France: Educagris éditions.
  15. Kent State University. (2011). Project SAILS. Retrieved from https://http://www.projectsails.org/
  16. Kuhlthau, C.C., Turock, J.B., George, W.M. & Belvin, J.R. (1990). Validating a model of the search process: A comparison of academic, public and school library users. Library and Information Science Research, 12(1), 5-31.
  17. Legendre, R. (2005). Dictionnaire actuel de l’ ducation. Montreal, Canada: Guérin.
  18. Livingstone, S. (2012) Critical reflections on the benefits of ICT in education, Oxford Review of Education, 38(1), 9-24. Doi:10.1080/03054985.2011.577938
  19. Marchionini, G. (1989). Information-seeking strategies of novices using a full-text electronic encyclopedia. ASI Journal of the American Society for Information Science, 40(1), 54– 66. Doi:10.1002/(SICI)1097-4571(198901)40:1<54::AID-ASI6>3.0.CO;2-R
  20. Miles, M.B. & Huberman, M.A. (2003). Analyse des données qualitatives (2e éd.). Paris,France: De Boeck.
  21. Mishra, P. & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  22. Montiel-Overall, P. (2007). Information Literacy: Toward a Cultural Model. Canadian Journal of Information and Library Science, 31(1), 43–68.
  23. OECD (2015). Students, Computers and Learning: Making the Connection. Paris, France: OECD Publishing.
  24. Popper, K.R. (1972). La connaissance objective. Brussels, Belgium: Editions Complexe.
  25. Probert, E. (2009). Information literacy skills: Teacher understandings and practice. Computers& Education, 53(1), 24–33. Doi:10.1016/J.compedu.2008.12.018
  26. Siddiq, F., Scherer, R. & Tondeur, J. (2016). Teachers’ emphasis on developing students’ digital information and communication skills (TEDDICS): A new construct in 21st century education. Computers and Education, 92–93, 1–14.
  27. Stockham, M. & Collins, H. (2012). Information literacy skills for preservice teachers: Do they transfer to K-12 classrooms? Education Libraries, 35(1–2), 59–72.
  28. Taddei, François. (2009). Former des constructeurs de savoirs collaboratifs et créatifs : un défi majeur pour l’ ducation du 21e siècle. OCDE. Retrieved from http://cri-paris.org/wpcontent/uploads/OCDE-francois-taddei-FR-fev2009.pdf
  29. UNESCO (2013). Global media and information literacy assessment framework: Country readiness and competencies. Retrieved from http://www.unesco.org/ulis/cgibin/ulis.pl?catno=224655
  30. Uribe Tirado, A. & Castaño Muñoz, W. (2012). Information literacy competency standards for higher education and their correlation with the cycle of knowledge generation. Liber Quarterly, 22(3), 213–239.
  31. Van Deursen, A.J.A.M. & Van Diepen, S. (2013). Information and strategic internet skills of secondary students: A performance test. Computers and Education, 63, 218-226.
  32. Willer, D. & Eisenberg, M. (2014) Mapping educational standards to the Big6. Communications in Computer and Information Science, 492, 81-90.
  33. Zins, C. (2007). Conceptual approaches for defining data, information, and knowledge. Journal of the American Society for Information Science and Technology, 58 (4), 479–493.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.