A Model of Elementary School Teachers' Information Literacy Based on Veenstra's Theoty of Concentric Circles

• Main Authors: Huang,Tzu-Hua, 黃思華
• Other Authors: Liu,Yuan-Chen
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/54625678651934670664

博士 === 國立臺北教育大學 === 課程與教學研究所 === 99 === No matter school, employment or life situation, information technology becomes an essential role in our society. With the rapid growth and exchange for various kinds of information products, information literacy also becomes the necessary literacy in the social life. The information literacy for the teacher in twenty-first century particularly emphasizes how the teacher in the digital age promotes effective learning of the students and enhances the life with high-performance; stresses how the teacher can help the students becoming modern learner and modern citizen, and facing various challenges in digital age. The reason is that the backgrounds of children are diverse; so the teacher’s teaching and evaluation must be also diverse. Hence, in addition to continuing professional growth, the teacher must value the subjectivity of the student, emphasize the mutual assistance between teacher and students or teacher and teacher; utilize and share the resources; arrange suitable activities in teaching to cultivate the ability of the student to accommodate the digital age. That is, the teacher in digital age must have the ability to use information and have the cultural comprehension ability, global consciousness, leadership skill and certain social responsibilities. This study designs a multidimensional questionnaire information literacy for teachers in primary schools according to the theory of concentric circle of Veenstra and 2008 Information Literacy Index for Teacher of NETS‧T to understand the status of information literacy for teachers in primary schools and deeply discuss the relations among cultural teacher characteristics, structural teacher characteristics, cultural school characteristics contextual school characteristics and information literacy for teachers. This study collects 1055 copies of questionnaires to carry out the statistics analysis. From the result, we find: 1) the information literacy for teacher in primary school in Taiwan is in the middle level; 2) there is a significant correlation among the teacher’s features such as computer attitude, innovativeness, direct instruction of teaching belief, construction of teaching belief and the information literacy; 3) there is a significant correlation among the school’s features such as IT equipment, school policy, status of using the computer and the information literacy; 4) there is a significant correlation between the teacher’s teaching belief and teacher’s information; 5) the explained variance of the model proposed by this study to the teacher’s information literacy is up to 57.7%; 6) Culture Characteristic Double-Circle Model is builded . Furthermore, this study offers related recommendations according to the results obtained.