Since 2014
A Study on University EFL Teachers’ Information Literacy in China
Canadian Social Science
View Archive Info| Field | Value | |
| Title |
A Study on University EFL Teachers’ Information Literacy in China
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| Creator |
WU, Shujing
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| Subject |
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Survey; Information literacy; University EFL teachers — |
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| Description |
Based on the review of definitions and connotations of teachers’ information literacy, the study investigates the status quo of university EFL teachers’ information literacy in China. Seven hundreds and eighty-four English teachers with different genders, professional titles and academic degrees from 23 universities in China participated in the study. The results show that: a) Chinese university EFL teachers’ information literacy are generally at a medium level, with the ability of teaching design the lowest; b) male teachers are better at the aspect of instruments and implication, but there is no significant difference; c)teachers with a doctoral degree are at the highest at the aspects of resources and management, and efficiency and development; d) there is significantly difference between professors and other professional titles. Furthermore, some suggestions as to development of university EFL teachers’ information literacy are put forward to.
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| Publisher |
Canadian Research & Development Center of Sciences and Cultures
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| Contributor |
Science Research Program for Colleges and Universities in Shandong Province, China (J14WD13).
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| Date |
2015-11-26
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| Type |
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion Peer-reviewed Article — |
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| Format |
application/pdf
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| Identifier |
http://www.cscanada.net/index.php/css/article/view/7818
10.3968/%x |
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| Source |
Canadian Social Science; Vol 11, No 11 (2015): Canadian Social Science; 55-59
1923-6697 1712-8056 |
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| Language |
eng
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| Relation |
http://www.cscanada.net/index.php/css/article/view/7818/8483
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| Coverage |
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