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Erschienen in:
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2018 | OriginalPaper | Buchkapitel

Parental and Teacher Influence on Secondary Students’ Information Literacy

verfasst von : Sha Zhu, Di Wu, Liqin Yu, Harrison Hao Yang, Jason MacLeod, Huan Li

Erschienen in: Blended Learning. Enhancing Learning Success

Verlag: Springer International Publishing

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Abstract

This study investigated secondary students’ level of information literacy in China, as well as examined parents’ and teachers’ influence toward students’ information literacy. The survey method was employed on a sample of 3172 students, 2035 parents, and 851 teachers to examine personal beliefs, attitudes, and technology usage. Students’ information literacy was assessed via a web-based examination and the main findings were as follows: (1) a large percentage of students’ overall level of information literacy was average or low; (2) teachers’ Internet self-efficacy positively predicted students’ information literacy, while teachers’ in-class ICT usage negatively predicted students’ information literacy; (3) parents’ Internet attitudes positively influenced students’ information literacy. Based on the findings, suggestions for improving students’ information literacy were discussed.

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Vorheriges Kapitel A Case Study to Promote Computational Thinking: The Lab Rotation Approach
Nächstes Kapitel Development of Computer Competence Courses in Seniors – Shift from Learning Space with Computer-Based Activities to Virtual Platform - Case Study
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Metadaten
Titel
Parental and Teacher Influence on Secondary Students’ Information Literacy
verfasst von
Sha Zhu
Di Wu
Liqin Yu
Harrison Hao Yang
Jason MacLeod
Huan Li
Copyright-Jahr
2018
Buch
Blended Learning. Enhancing Learning Success

Print ISBN: 978-3-319-94504-0

Electronic ISBN: 978-3-319-94505-7

Copyright-Jahr: 2018

DOI
https://doi.org/10.1007/978-3-319-94505-7_33