Self-Perceived and Practiced Information Literacy of Secondary Araling Panlipunan (AP) Teachers
Main Article Content
Keywords
Araling Panlipunan teachers, information literacy, mixed-methods, situated information literacy
Abstract
Understanding teachers' information literacy is a contemporary topic discussed in teachers' 21st-century skills research. Prompted by gaps in knowledge, this study utilizes a convergent parallel mixed-methods design, which involves 15 Araling Panlipunan teachers from two school divisions to investigate their self-perceived and practiced information literacy (IL). Qualitative surveys and semi-structured individual interviews were administered; classroom observations and document analysis of lesson plans were implemented to obtain data about their self perceptions vis-a-vis their classroom teaching. Data analysis shows a mismatch regarding their self-perceived IL and their application to classroom teaching practice. This finding can be explained through the professionals' lens on situated learning, which entails the context of communities of practice (CoPs). For this reason, teachers' IL status can be attributed to their CoP in such aspects they function. Building from this finding, creating explicit IL indicators and implementing school-based professional development can further teachers’ knowledge and practice of information literacy.
References
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Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Cope, J., & Sanabria, J. E. (2014). Do we speak the same language? A study of faculty perceptions of information literacy. Libraries and the Academy, 14(4), 475-501. https://doi.org/10.1353/pla.2014.0032
Creswell, J. W. (2012). Educational Research Planning, Conducting, and Evaluating Quantitative and Qualitative Research. https://repository.unmas.ac.id/medias/journal/EBK-00121.pdf
Creswell, J., & Clark, V. P. (2017). Designing and Conducting Mixed Method Research. https://us.sagepub.com/sites/default/files/upm-binaries/35066_Chapter3.pdf
Cunningham, V., & Williams, D. (2018). The seven voices of information literacy (IL). Journal of Information Literacy, 12(2), 4-23. https://doi.org/10.11645/12.2.2332
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Feng, L., & Ha, J. L. (2016). Effects of teachers' information literacy on lifelong learning and school effectiveness. Eurasia Journal of Mathematics, Science and Technology Education, 12(6). https://doi.org/10.12973/eurasia.2016.1575a
Gunasekera, C., & Balasubramani, R. (2022). Information resources usage and information literacy skills of school teachers in Sri Lanka: A survey. Library Philosophy & Practice (e-journal). https://digitalcommons.unl.edu/libphilprac/6793/
Gündüzalp, S. (2021). 21st Century skills for sustainable education: Prediction level of teachers' information literacy skills on their digital literacy skills . Discourse and Communication for Sustainable Education, 12(1). https://doi.org/10.2478/dcse-2021-0007
Hatlevik, O. E. (2017). Examining the relationship between teachers' self-efficacy, their digital competence, strategies to evaluate information, and use of ict at school. Scandinavian Journal of Educational Research, 61(5), 555-567. https://doi.org/10.1080/00313831.2016.1172501
Julien, H. (2016). Beyond the hyperbole: Information literacy considered. Communications in Information Literacy, 2(10), 124-131. https://files.eric.ed.gov/fulltext/EJ1125443.pdf
Korobili, S., Malliari, A., Daniilidou, E., & Christodoulou, G. (2011). A paradigm of information literacy for greek high school teachers. Journal of Librarianship and Information Science, 43(2), 78-87. https://doi.org/10.1177/0961000611408644
Kozikoglu, I., & Onur, Z. (2019). Predictors of lifelong learning: Information literacy and academic self-efficacy. Cypriot Journal of Educational Sciences, 14(4). https://doi.org/10.18844/cjes.v11i4.3460
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
Limberg, L., Sundin, O., & Talja, S. (2012). Three theoretical perspectives on information literacy. Human IT, 11(2), 91-128. http://etjanst.hb.se/bhs/ith/2-11/llosst.pdf
Maderick, J. A., Zhang, S., Hartley, K., & Marchand, G. (2016). Preservice Teachers and self-assessing digital competence. Journal of Educational Computing Research, 54(3), 326-351. https://doi.org/10.1177/0735633115620432
Mallinson, D. J., & Hatemi, P. K. (2018). The effects of information and social conformity on opinion change. PLoS ONE, 13(5). https://doi.org/10.1371/journal.pone.0196600
McKeever, C., Bates, J., & Reilly, J. (2017). School library staff perspectives on teacher information literacy and collaboration. Journal of Information Literacy, 11(2). https://doi.org/10.11645/11.2.2187
Nieto-Isidro, S., Martínez-Abad, F., & Rodríguez-Conde, M. J. (2021). Present and future of teachers' information literacy in compulsory education. Revista Espanola de Pedagogia, 79(280). https://doi.org/10.22550/REP79-3-2021-07
Nieto-Isidro, S., Martínez-Abad, F., & Rodríguez-Conde, M. J. (2022). Observed and self-received information literacy among teachers and future teachers and their relationship with sociodemographic variables. Revista de Educacion, 2(396). https://doi.org/10.4438/1988-592X-RE-2022-396-529
Probert, E. (2009). Information literacy skills: Teacher understandings and practice. Computers and Education, 53(1), 24-33. https://doi.org/10.1016/j.compedu.2008.12.018
Prom, C. J., & Hinchliffe, L. J. (Eds.) (2016). Teaching with primary sources. (Trends in Archives Practice). Society of American Archivists.
Roberts, J. (2006). Limits to c ommunities of p ractice. Journal of Management Studies, 43, 623-639. https://doi.org/10.1111/j.1467 6486.2006.00618.x
Saglam, A. C., Cankaya, I., Ucer, H., & Cetin, M. (2017). The effect of information literacy on teachers' critical thinking disposition. Journal of Education and Learning, 6(3), 31. https://doi.org/10.5539/jel.v6n3p31
Sanches, T. (2018). Required skills for teachers: information literacy at the top . In: Kurbanoğlu, S., Boustany, J., Špiranec, S., Grassian, E., Mizrachi, D., Roy, L. (eds) Information Literacy in the Workplace. ECIL 2017. Communications in Computer and Information Science, 810. https://doi.org/10.1007/978-3-319-74334-9_65
Shannon, C., Reilly, J., & Bates, J. (2019). Teachers and information literacy: Understandings and perceptions of the concept. Journal of Information Literacy, 13(2). https://doi.org/10.11645/13.2.2642
Sural, S., & Dedebali, N. C. (2018). A study of curriculum literacy and information literacy levels of teacher candidates in department of social sciences education. European Journal of Educational Research, 7(2). https://doi.org/10.12973/eu-jer.7.2.303
Walk, M. (2015). Situated information literacy: History instruction at a high school early
college. Reference Services Review, 43(2), 292-308. https://doi.org/10.1108/RSR08-2014-0036
Wenger-Trayner, E., & Wenger-Trayner, B. (2015, June). Introduction to communities of practice. https://www.wenger-trayner.com/introduction-to-communities-of-practice/
Wilson, C., Grizzle, A., Tuazon, R., Akyempong, K., & Cheung, C.-K. (2011). Media and information literacy curriculum for teachers. https://unesdoc.unesco.org/ark:/48223/pf0000192971
Xu, A., & Chen, G. (2016). A study on the effects of teachers’ information literacy on information technology integrated instruction and teaching effectiveness. Eurasia Journal of Mathematics, Science and Technology Education, 12(2). https://doi.org/10.12973/eurasia.2016.1222a
Yang, L., Zhu, M., & Zhang, Y. (2020). Research hot spots of teachers' information literacy and visualization analysis of theme evolution in China. Proceedings - 2020 International Symposium on Advances in Informatics, Electronics and Education, ISAIEE 2020, 182-189. https://doi.org/10.1109/ISAIEE51769.2020.00048
Álvarez, J. F., & Gisbert-Cervera, M. (2015). Information literacy grade of secondary school teachers in Spain—Beliefs and self-perceptions. Comunicar, 23(45). https://doi.org/10.3916/C45-2015-20
American Library Association (ALA). (1989, January 10). Presidential Committee on Information Literacy: Final Report. https://www.ala.org/acrl/publications/whitepapers/presidential
Caena, F. (2011, June). Literature review: Quality in Teachers' continuing professional development. https://www.researchgate.net/publication/344906256
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Cope, J., & Sanabria, J. E. (2014). Do we speak the same language? A study of faculty perceptions of information literacy. Libraries and the Academy, 14(4), 475-501. https://doi.org/10.1353/pla.2014.0032
Creswell, J. W. (2012). Educational Research Planning, Conducting, and Evaluating Quantitative and Qualitative Research. https://repository.unmas.ac.id/medias/journal/EBK-00121.pdf
Creswell, J., & Clark, V. P. (2017). Designing and Conducting Mixed Method Research. https://us.sagepub.com/sites/default/files/upm-binaries/35066_Chapter3.pdf
Cunningham, V., & Williams, D. (2018). The seven voices of information literacy (IL). Journal of Information Literacy, 12(2), 4-23. https://doi.org/10.11645/12.2.2332
Department of Education (DepEd). (2016, May). K to 12 Araling Panlipunan Gabay Pangkurikulum. https://www.deped.gov.ph/wp-content/uploads/2019/01/AP-CG.pdf
Department of Education (DepEd). (2016, June 7). DepEd Order No. 35, s. 2016: The Learning Action Cell as a K to 12 Basic Education Program School-Based Continuing Professional Development Strategy for the Improvement of Teaching and Learning. https://www.deped.gov.ph/wp-content/uploads/2016/06/DO_s2016_035.pdf
Feng, L., & Ha, J. L. (2016). Effects of teachers' information literacy on lifelong learning and school effectiveness. Eurasia Journal of Mathematics, Science and Technology Education, 12(6). https://doi.org/10.12973/eurasia.2016.1575a
Gunasekera, C., & Balasubramani, R. (2022). Information resources usage and information literacy skills of school teachers in Sri Lanka: A survey. Library Philosophy & Practice (e-journal). https://digitalcommons.unl.edu/libphilprac/6793/
Gündüzalp, S. (2021). 21st Century skills for sustainable education: Prediction level of teachers' information literacy skills on their digital literacy skills . Discourse and Communication for Sustainable Education, 12(1). https://doi.org/10.2478/dcse-2021-0007
Hatlevik, O. E. (2017). Examining the relationship between teachers' self-efficacy, their digital competence, strategies to evaluate information, and use of ict at school. Scandinavian Journal of Educational Research, 61(5), 555-567. https://doi.org/10.1080/00313831.2016.1172501
Julien, H. (2016). Beyond the hyperbole: Information literacy considered. Communications in Information Literacy, 2(10), 124-131. https://files.eric.ed.gov/fulltext/EJ1125443.pdf
Korobili, S., Malliari, A., Daniilidou, E., & Christodoulou, G. (2011). A paradigm of information literacy for greek high school teachers. Journal of Librarianship and Information Science, 43(2), 78-87. https://doi.org/10.1177/0961000611408644
Kozikoglu, I., & Onur, Z. (2019). Predictors of lifelong learning: Information literacy and academic self-efficacy. Cypriot Journal of Educational Sciences, 14(4). https://doi.org/10.18844/cjes.v11i4.3460
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
Limberg, L., Sundin, O., & Talja, S. (2012). Three theoretical perspectives on information literacy. Human IT, 11(2), 91-128. http://etjanst.hb.se/bhs/ith/2-11/llosst.pdf
Maderick, J. A., Zhang, S., Hartley, K., & Marchand, G. (2016). Preservice Teachers and self-assessing digital competence. Journal of Educational Computing Research, 54(3), 326-351. https://doi.org/10.1177/0735633115620432
Mallinson, D. J., & Hatemi, P. K. (2018). The effects of information and social conformity on opinion change. PLoS ONE, 13(5). https://doi.org/10.1371/journal.pone.0196600
McKeever, C., Bates, J., & Reilly, J. (2017). School library staff perspectives on teacher information literacy and collaboration. Journal of Information Literacy, 11(2). https://doi.org/10.11645/11.2.2187
Nieto-Isidro, S., Martínez-Abad, F., & Rodríguez-Conde, M. J. (2021). Present and future of teachers' information literacy in compulsory education. Revista Espanola de Pedagogia, 79(280). https://doi.org/10.22550/REP79-3-2021-07
Nieto-Isidro, S., Martínez-Abad, F., & Rodríguez-Conde, M. J. (2022). Observed and self-received information literacy among teachers and future teachers and their relationship with sociodemographic variables. Revista de Educacion, 2(396). https://doi.org/10.4438/1988-592X-RE-2022-396-529
Probert, E. (2009). Information literacy skills: Teacher understandings and practice. Computers and Education, 53(1), 24-33. https://doi.org/10.1016/j.compedu.2008.12.018
Prom, C. J., & Hinchliffe, L. J. (Eds.) (2016). Teaching with primary sources. (Trends in Archives Practice). Society of American Archivists.
Roberts, J. (2006). Limits to c ommunities of p ractice. Journal of Management Studies, 43, 623-639. https://doi.org/10.1111/j.1467 6486.2006.00618.x
Saglam, A. C., Cankaya, I., Ucer, H., & Cetin, M. (2017). The effect of information literacy on teachers' critical thinking disposition. Journal of Education and Learning, 6(3), 31. https://doi.org/10.5539/jel.v6n3p31
Sanches, T. (2018). Required skills for teachers: information literacy at the top . In: Kurbanoğlu, S., Boustany, J., Špiranec, S., Grassian, E., Mizrachi, D., Roy, L. (eds) Information Literacy in the Workplace. ECIL 2017. Communications in Computer and Information Science, 810. https://doi.org/10.1007/978-3-319-74334-9_65
Shannon, C., Reilly, J., & Bates, J. (2019). Teachers and information literacy: Understandings and perceptions of the concept. Journal of Information Literacy, 13(2). https://doi.org/10.11645/13.2.2642
Sural, S., & Dedebali, N. C. (2018). A study of curriculum literacy and information literacy levels of teacher candidates in department of social sciences education. European Journal of Educational Research, 7(2). https://doi.org/10.12973/eu-jer.7.2.303
Walk, M. (2015). Situated information literacy: History instruction at a high school early
college. Reference Services Review, 43(2), 292-308. https://doi.org/10.1108/RSR08-2014-0036
Wenger-Trayner, E., & Wenger-Trayner, B. (2015, June). Introduction to communities of practice. https://www.wenger-trayner.com/introduction-to-communities-of-practice/
Wilson, C., Grizzle, A., Tuazon, R., Akyempong, K., & Cheung, C.-K. (2011). Media and information literacy curriculum for teachers. https://unesdoc.unesco.org/ark:/48223/pf0000192971
Xu, A., & Chen, G. (2016). A study on the effects of teachers’ information literacy on information technology integrated instruction and teaching effectiveness. Eurasia Journal of Mathematics, Science and Technology Education, 12(2). https://doi.org/10.12973/eurasia.2016.1222a
Yang, L., Zhu, M., & Zhang, Y. (2020). Research hot spots of teachers' information literacy and visualization analysis of theme evolution in China. Proceedings - 2020 International Symposium on Advances in Informatics, Electronics and Education, ISAIEE 2020, 182-189. https://doi.org/10.1109/ISAIEE51769.2020.00048
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Jun 19, 2024
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Leviste, C. J., Fernandez, L., Cajara, L. V., Miguel, J. P., Obispo, P. R., & Serafico-Reyes, N. M. (2024). Self-Perceived and Practiced Information Literacy of Secondary Araling Panlipunan (AP) Teachers. The Normal Lights, 18(1). Retrieved from https://po.pnuresearchportal.org/ejournal/index.php/normallights/article/view/2471
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