information literacy

21 September 2021

The levels of Self-Perceived and Ob­served Information Literacy for a sample of in-service teachers and future teachers of Primary and Secondary Education are analysed as a whole and by its components of Searching for, Evaluating, Processing and Communicating Information. To do so, two validated tools are used which enable us to obtain Self-Perceived Information Literacy levels (through a self-assessment question­naire) and Observed Information Literacy levels (through performance measures) from 442 in-service teachers and future teachers of 7 educational institutions in 4 provinces of Castile and Leon (Spain). The results of the descriptive and inferential analyses show that the Self-Perceived Information Liter­acy is overestimated compared to the Ob­served Information Literacy for all groups, especially among future Primary Education teachers, with the in-service Secondary Edu­cation teachers showing the least difference between self-perception and performance. The Observed Information Literacy is at its best level among the Secondary Educa­tion teachers and lowest level among the future Primary Education teachers. At each educational level the performance of in-ser­vice teachers is always higher than the per­formance of future teachers, indicating the preponderance of experience versus the gen­erational effect. The components of the Ob­served Information Literacy with the lowest values for all groups are Searching for and Evaluating Information and, therefore, spe­cific training activities are recommended.



Please, cite this article as follows: Nieto-Isidro, S., Martínez-Abad, F., & Rodríguez-Conde, M.-J. (2021). Presente y futuro de la Competencia Informacional Docente en educación obligatoria | Present and future of Teachers’ Information Literacy in compulsory education. Revista Española de Pedagogía, 79 (280), 477-496.