Information Literacy in Primary Education: diagnosis and effects of training on teachers and pupils in Castilla y León (Spain)
DOI:
https://doi.org/10.3989/redc.2021.4.1818Keywords:
information literacy, information evaluation, primary education, educational research, teacher training, teacher professional developmentAbstract
The objective of this work is to analyze the effect that Primary Education (PE) teacher’s training about Information Literacy (IL) has on their pupils. Initially, it is evaluated Self- perceived IL and Observed IL of 18 PE in-service teachers in its dimensions of Search, Evaluation, Processing and Communication of Information. It is noted an over-valuation of the Self-perceived IL versus the Observed IL, especially at the Information Assessment dimension. Subsequently, a validated training course about IL is applied to 13 Primary Education teachers of 5th and 6th grade, analyzing the effects on the Observed IL of these teachers and of their 161 students. The improvement in the Observed IL is confirmed, but with lower increases in Evaluation and Processing for teachers and in Evaluation and Communication for students. Information Assessment appears as a critical dimension, difficult to improve with training and to pass on to schoolchildren.
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Ministerio de Economía y Competitividad
Grant numbers PGC2018-099174-B-I00
European Regional Development Fund
Grant numbers PGC2018-099174-B-I00
