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.