%0 Journal Article %1 RefWorks:62 %A Wen, Jia Rong %A Shih, Wen Ling %D 2008 %J Computers & Education %K -- COMPETENCY-based DELPHI EDUCATION; INFORMATION Research; Self-rating TAIWAN TAIWANESE; TEACHERS educational literacy method; of; tests; %N 3 %P 787-806 %T Exploring the information literacy competence standards for elementary and high school teachers %V 50 %X Abstract: The main purpose of this study was to establish Information Literacy Competence Standards for Elementary and High School Teachers. To establish these standards a set of two expert round-table discussions and three rounds of Delphi Technique surveys were employed. Ten participants including field scholars, information professionals were invited to the expert round-table for open discussions on definitions, framework, and items of information literacy competence. A questionnaire for the “Delphi Technique Survey” was developed based on the results acquired from the round-table discussions. The resulting questionnaire was distributed to another group of 33 participants which included graduate school deans of Information Education, professors, school principals, department directors and teachers, and information professionals. After three rounds of Delphi Technique Surveys with these participants, the “Information Literacy Competence Standards for Elementary and High School Teachers” was established. Three levels (standards, main indicators, and secondary indicators) and three dimensions (knowledge, skills, and attitudes) were identified. Distinguished from existing research which over-emphasizes the dimensions of knowledge and skills, the present study found that the dimension “attitude” is the most powerful force for promoting teachers’ information literacy competence and their willingness to apply information technology in teaching. It is hoped that the proposed standards could be served as a self-evaluation tool for teachers as well as the basis for staffing and training programs for elementary and high school teachers in Taiwan. Copyright 2008 Elsevier Copyright of Computers & Education is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts); Abstract: The main purpose of this study was to establish Information Literacy Competence Standards for Elementary and High School Teachers. To establish these standards a set of two expert round-table discussions and three rounds of Delphi Technique surveys were employed. Ten participants including field scholars, information professionals were invited to the expert round-table for open discussions on definitions, framework, and items of information literacy competence. A questionnaire for the “Delphi Technique Survey” was developed based on the results acquired from the round-table discussions. The resulting questionnaire was distributed to another group of 33 participants which included graduate school deans of Information Education, professors, school principals, department directors and teachers, and information professionals. After three rounds of Delphi Technique Surveys with these participants, the “Information Literacy Competence Standards for Elementary and High School Teachers” was established. Three levels (standards, main indicators, and secondary indicators) and three dimensions (knowledge, skills, and attitudes) were identified. Distinguished from existing research which over-emphasizes the dimensions of knowledge and skills, the present study found that the dimension “attitude” is the most powerful force for promoting teachers’ information literacy competence and their willingness to apply information technology in teaching. It is hoped that the proposed standards could be served as a self-evaluation tool for teachers as well as the basis for staffing and training programs for elementary and high school teachers in Taiwan. Copyright 2008 Elsevier Copyright of Computers & Education is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts) %@ 03601315

@article{RefWorks:62, abstract = {Abstract: The main purpose of this study was to establish Information Literacy Competence Standards for Elementary and High School Teachers. To establish these standards a set of two expert round-table discussions and three rounds of Delphi Technique surveys were employed. Ten participants including field scholars, information professionals were invited to the expert round-table for open discussions on definitions, framework, and items of information literacy competence. A questionnaire for the “Delphi Technique Survey” was developed based on the results acquired from the round-table discussions. The resulting questionnaire was distributed to another group of 33 participants which included graduate school deans of Information Education, professors, school principals, department directors and teachers, and information professionals. After three rounds of Delphi Technique Surveys with these participants, the “Information Literacy Competence Standards for Elementary and High School Teachers” was established. Three levels (standards, main indicators, and secondary indicators) and three dimensions (knowledge, skills, and attitudes) were identified. Distinguished from existing research which over-emphasizes the dimensions of knowledge and skills, the present study found that the dimension “attitude” is the most powerful force for promoting teachers’ information literacy competence and their willingness to apply information technology in teaching. It is hoped that the proposed standards could be served as a self-evaluation tool for teachers as well as the basis for staffing and training programs for elementary and high school teachers in Taiwan. Copyright 2008 Elsevier Copyright of Computers & Education is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts); Abstract: The main purpose of this study was to establish Information Literacy Competence Standards for Elementary and High School Teachers. To establish these standards a set of two expert round-table discussions and three rounds of Delphi Technique surveys were employed. Ten participants including field scholars, information professionals were invited to the expert round-table for open discussions on definitions, framework, and items of information literacy competence. A questionnaire for the “Delphi Technique Survey” was developed based on the results acquired from the round-table discussions. The resulting questionnaire was distributed to another group of 33 participants which included graduate school deans of Information Education, professors, school principals, department directors and teachers, and information professionals. After three rounds of Delphi Technique Surveys with these participants, the “Information Literacy Competence Standards for Elementary and High School Teachers” was established. Three levels (standards, main indicators, and secondary indicators) and three dimensions (knowledge, skills, and attitudes) were identified. Distinguished from existing research which over-emphasizes the dimensions of knowledge and skills, the present study found that the dimension “attitude” is the most powerful force for promoting teachers’ information literacy competence and their willingness to apply information technology in teaching. It is hoped that the proposed standards could be served as a self-evaluation tool for teachers as well as the basis for staffing and training programs for elementary and high school teachers in Taiwan. Copyright 2008 Elsevier Copyright of Computers & Education is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts)}, added-at = {2008-12-27T17:34:46.000+0100}, author = {Wen, Jia Rong and Shih, Wen Ling}, biburl = {https://www.bibsonomy.org/bibtex/23bea4620b64c59bd01d8dc339186d65e/critzo}, description = {test export from refworks}, interhash = {e63c043a1ef55bf5425823c373c967fc}, intrahash = {3bea4620b64c59bd01d8dc339186d65e}, isbn = {03601315}, journal = {Computers & Education}, keywords = {-- COMPETENCY-based DELPHI EDUCATION; INFORMATION Research; Self-rating TAIWAN TAIWANESE; TEACHERS educational literacy method; of; tests;}, month = {04}, note = {M3: Article; Wen, Jia Rong 1 Shih, Wen Ling 2 Email Address: wenling0125@gmail.com; Affiliations: 1: Department of Information Management, Shu-Te University, No. 59, Hengshan Road, Hengshan Village, Yanchao Township, Kaohsiung County, Taiwan, ROC 2: Department of Industrial Technology Education, National Kaohsiung Normal University, 12Fl.-3, No. 89, Minchiuan 1st Road, Lingya Chiu, Kaohsiung, Taiwan, ROC; Source Information: Apr2008, Vol. 50 Issue 3, p787; Subject Term: INFORMATION literacy -- Research; Subject Term: COMPETENCY-based educational tests; Subject Term: DELPHI method; Subject Term: TEACHERS -- Self-rating of; Subject Term: TAIWANESE; Subject Term: EDUCATION; Subject Term: TAIWAN; Number of Pages: 20p; DOI: 10.1016/j.compedu.2006.08.011; Document Type: Article}, number = 3, pages = {787-806}, timestamp = {2008-12-27T17:35:03.000+0100}, title = {Exploring the information literacy competence standards for elementary and high school teachers}, volume = 50, year = 2008 }