Abstract
It is necessary to carry out large-scale evaluations to accurately diagnose the current situation and differences in teachers’ information literacy at the individual and school levels to provide a reference for information literacy education. Through a large-scale online evaluation of 152,885 participants, the current situation and its differences in individuals and schools were depicted. China has a general preference for awareness, security and ethics, but it is necessary to strengthen the learning, application and innovation of information knowledge. There are common differences in individuals and schools, which are mainly concentrated in vulnerable groups with older age and less education; furthermore, schools in nonurban or western provinces need to be supported. Suggestions are put forward at the national, district, school, and individual teacher levels to eliminate the educational information gap and promote the balanced development of teachers’ information literacy.
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The datasets generated during and/or analysed during the current study are not publicly available due to large-scale personal privacy information related to Chinese teachers, but are available from the corresponding author on reasonable request.
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The research has been made possible through the financial support of the National Natural Science Foundation of China under Grant No. 61907018 and 62177026, and the Central China Normal University National Teacher Development Collaborative Innovation Experimental Base Construction Research Project under Grant No. CCNUTEIII 2021-01.
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Chen, M., Zhou, C., Man, S. et al. Investigating teachers’ information literacy and its differences in individuals and schools: a large-scale evaluation in China. Educ Inf Technol 28, 3145–3172 (2023). https://doi.org/10.1007/s10639-022-11271-6
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DOI: https://doi.org/10.1007/s10639-022-11271-6