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Abstract

Teachers play a significant role in integrating information and communication technology (ICT) in schools as well as in fostering information literacy among students. However, there is a lack of research that focuses on the differential influence of teachers' profiles concerning ICT-related dispositions on students' information literacy. To fill this gap, the present study examined whether teacher profiles differ in terms of their ICT-related dispositions. If so, the relationship between the identified teachers' profiles and their students' information literacy was investigated. Three distinct teacher profiles were identified based on their ICT-related dispositions: negative users, moderate users, and positive users. In addition, teachers' ICT-related dispositions were found to significantly affect students' information literacy. Specifically, students from schools with a higher percentage of positive teachers demonstrated higher levels of information literacy than other students. This finding confirms the importance of teachers' ICT-related dispositions for improving students' information literacy. Based on these findings, this paper discusses several implications and strategies for enhancing teachers' ICT-related dispositions, as well as students' information literacy.

First Page

21

Last Page

40

Ethics Approval

Yes

Declaration Statement

The work was supported by the Key Project of National Education Scientific “13th Five-Year Plan” in 2020, Research on the Connotation, Standard and Evaluation System of Student Information Literacy (project number: ACA200008)

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