A Study On The Senior High School English Teachers' Information Literacy Development From The Perspective Of Ecology

In 2010,National Long-and-Medium-Term Education Reform and Development Planning Programs(2010-2020)stated that information technology(IT)has a revolutionary impact on the development of education,while foreign language teaching needs more guarantee of IT,which requires English teachers to have stronger information literacy(IL).Zhang Jianan(2018)pointed out many scholars at home and abroad have carried out relevant researches on teachers' IL.However,most of them focus on college teachers;studies on senior high English teachers' IL haven't gained much attention.In addition,few researchers analyze and study teachers' IL from the perspective of ecology.The present study investigates the senior high English teachers' information literacy development from the perspective of ecology,which will provide empirical basis for future researches on English teachers' IL.In present study,103 English teachers of senior high schools with three different levels from Baotou City were selected as research participants.Combining questionnaire and interview,the author is to answer the following three research questions: 1.What's the current situation of the information literacy of senior high school English teachers? 2.What are the main factors influencing senior high schoolEnglish teachers' information literacy? 3.What kind of approaches do senior high English teachers use to develop information literacy? SPSS25.0 was used to analyze the quantitative data.Six English teachers who were selected from senior high schools with three different levels were interviewed,and the interview data were analyzed in detail.The results show that: Firstly,senior high English teachers' IL level is lower.The total mean of senior high English teachers' IL is 3.76.To be more specific,their ITT awareness is higher(M=3.95),but ITT knowledge and ITT competence are unsatisfactory(M=3.59,M=3.72).Besides,in regard to the comparison of English teachers' IL of senior high schools with different levels,there was not a significant difference in their IL and ITT competence.English teachers' ITT awareness of senior high schools with high and low level was significantly higher than that of schools with medium level.English teachers' ITT knowledge of senior high schools with medium level was significantly higher than that of schools with low level.2.Both subjective and objective factors affect senior high English teachers' IL.Subjective factors consist of incomplete IT knowledge and competence,insufficient emergency ability,confusions about the combination of IT and English teaching,etc.Objective factors include incomplete IT equipment,students' capacity,training opportunities,etc.3.Senior high English teachers would develop their IL by raising ITT awareness,enriching ITT knowledge and enhancing ITTcompetence.For example,they would pay attention to the changes in national language education policies,actively study the theory of modern educational technology and create more new teaching modes,such as Blended Teaching,etc.English teachers of senior high schools with high and medium level would also develop IL through efforts made by school.While due to lack of perfect training mechanism and equipment support,English teachers of schools with low level benefited less from it.Finally,according to the findings and ecological theories,the suggestions for better improving senior high English teachers' IL are provided.