Testing future teachers: A quantitative exploration of factors impacting the information literacy of teacher education students

Abstract

This study assesses the information literacy skills of a sample of undergraduate teacher education students, as measured by the iSkills assessment, and aims to determine student demographic and academic characteristics that may predict success on this assessment. The study repeats the methodology of a study of first-year students at the same institution two years before to provide insight into the information literacy proficiency of future teachers. Using hierarchical multiple regression analysis, transfer credits were found to be a statistically significant predictor of higher iSkills performance. Results are also discussed in the context of the adoption of the ACRL Framework for Literacy for Higher Education.