id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
crl-16764	Godbey, Samantha	Testing Future Teachers: A Quantitative Exploration of Factors Impacting the Information Literacy of Teacher Education Students	2018-07-02	13	.pdf	application/pdf	7446	312	37	Nonetheless, research has shown that PK–12 teachers often lack the information literacy skills and knowledge required for their work.20 Teachers are not necessarily familiar with information literacy as a concept; they are also not prepared to teach information literacy to their students and do so inconsistently.21 Even school librar- ians, who are better versed in information literacy as a concept, lack preparation in information literacy pedagogy.22 Research has demonstrated the importance of integrating information literacy into teacher education programs.23 Lee, Reed, and Laverty explored the degree to which one teacher education program had prepared preservice teachers for teaching informa- tion literacy and found than more than half of the participants had neither acquired new skills nor felt that they had the opportunity to improve research skills in their program.24 In a survey of education majors and school media specialists, Stockham and Collins found that many education students and recent graduates were unfamiliar with information literacy terminology and concepts.25 To ameliorate this deficiency, teacher educators and librarians alike have encouraged collaboration between the two to effectively teach information literacy skills to students.26 Nonetheless, a review of the literature reveals a lack of studies that provide a direct assessment of the information literacy skills among teacher education students. Identifying ways to assess these integrated abilities will challenge librarians and campus partners to take an integrated approach to information literacy and information literacy assessment.	cache/crl-16764.pdf	txt/crl-16764.txt