The information literacy self-efficacy of disadvantaged teachers in South Africa

Abstract

The aim of this study was to gauge teachers’ information literacy self-efficacy thereby eliciting clues to possible gaps in teachers’ knowledge and skills which could be addressed during an information literacy education course. Twenty nine teachers completed a pre-and post-course information literacy questionnaire. The teachers were part of a school librarianship programme offered at the University of the Western Cape. The results of the study indicate that the intervention of the course had a positive effect on teachers’ information literacy.