Teachers’ views of information literacy practices in secondary education: a qualitative study in the Greek educational setting.

Abstract

The aim of the paper is to explore the perceptions of secondary education teachers in Greece about their students’ information literacy skills and to investigate whether teachers have incorporated some form of information literacy instruction into their teaching to help students familiarize themselves with the research process. Qualitative methods of data collection and analysis were used, as the study sought to illuminate individuals’ opinions and understanding of the meanings and values of information literacy, not quantification of responses. The primary method of data collection was semi-structured interviews. The transcripts were analysed thematically using the Atlas.ti software package. The study revealed that information literacy skills are developed in the school context chiefly by the assignment of school work or research projects. Almost all teachers were very critical of students’ information skills, but they were not fully aware of how to teach information skills, and the most common way of teaching information literacy was giving advice about specific sources. They appreciated the need to prepare information literate students but they reported various problems in their effort to apply research-based teaching. The paper provides an empirically based, enhanced understanding of students’ information literacy competencies from the teachers’ point of view. It also raises the issues of the content, structure and organization of information literacy experiences offered in the context of secondary education, from the teachers’ perspective.