Developing Information Literacy In The Course Of "Internet English Learning ABC"

This paper investigates a group of 33 junior English major students'information literacy development in a CALL course named"Internet English Learning ABC"and factors related to the CALL environment that have influenced their development.Both quantitative and qualitative methods were employed in this research. The quantitative data were obtained from an information literacy survey to see if there are any statistically significant changes in the information literacy development regarding information consciousness, information competence, information application and creativeness, and information security and morality. Meanwhile, qualitative data from interviews, the researcher's observation notes, and participants'course products were collected in order to gain insights into the process of participants'information literacy development and further understanding of the influence of the CALL environment. Based on the data analysis, the major findings are summarized as follows:1. Among the participants'information literacies, their information competences (such as information acquisition, information evaluation, and information organization and communication) have undergone statistically most significant changes after one-semester's study in this CALL course. These information competences have in return enhanced their English learning with technology.2. Other aspects of information literacy have also had some development in the CALL environment where English learning and information literacy development get overlapped in a natural way. But due to the limited time span and course focus, different aspects of information literacy get developed in different degrees. For example, participants'information consciousness and knowledge of information security and morality were not seen developed as obviously as their information competence and information application and creativeness. 3. Many factors have facilitated or inhibited the participants'development of information literacy in this CALL environment. The most prevalent facilitating factors are opportunities to interact and negotiate with others, authentic tasks and teacher's support while inhibiting factors are found including course management-related problems,Internet access constraint and the participants'limited time and energy.In light of the above findings, the thesis draws some implications for improving the design and implementations of such CALL programs, including offering the course at an earlier stage (e.g., in the first or second year), creating more collaborative learning environments and enhancing communication between teacher and students after class.