Investigation And Analysis On Information Literacy Of Junior Middle School English Teachers

Experts at home and abroad have different interpretations on the concept of information literacy. On the basis of previous studies, the study generalizes English teachers’ information literacy in junior middle school into two aspects: teachers’ basic information literacy and English teaching information literacy. Basic information literacy refers to the necessary literacy which teachers need to possess as modern citizens, including information consciousness, information knowledge and skills, information ethics and scientific literacy. English teaching information literacy involves the basic information knowledge and skills which teachers need to possess in the actual teaching, including English subject information literacy, information application literacy and the literacy of getting information.This study aims to investigate current situation of English teachers’ information literacy from junior middle school, analyze the causes and propose effective measures. Through the combination of the questionnaire and the interview, the conditions of English teacher’s information literacy from junior middle school in Zoucheng, Shandong province were explored.The questionnaire mainly consists of two parts: teachers’ basic information literacy and English pedagogical information literacy. Eighty two English teachers from junior middle school in Zoucheng had participated in the questionnaire. Four representative teachers were interviewed.The study aims to explore the condition of teachers’ information literacy, analyze the causes and propose effective measures to improve English teachers’ information literacy.The result of the study shows that: the overall level of English teachers’ information literacy is relatively good. As for teachers’ basic information literacy, teachers’ information consciousness and information ethics are relatively better. However, scientific literacy, high level information knowledge and competence are not very good. Teachers’ pedagogical information literacy still needs to be improved. Based on the results of the questionnaire and the interview,the study analyzes three main factors that impact on teachers’ information literacy: the limitation factors of school system, the heavy tasks of English teaching and the deficient effect of existing teachers’ information literacy training. In the end, four solutions are proposed to provide constructive advice to English teachers’ information literacy training in the future.