D, Title, Keywords, Abstract, References, Contributors, Comments for the Editor
Keywords:
Information Literacy; Secondary School Teachers; Teacher Training; Curriculum Integration; Digital Literacy; Information-Seeking Behaviour; Bangladesh.Abstract
This study investigates the information literacy (IL) knowledge and competencies of Bangladeshi secondary school teachers, as well as their views on incorporating IL into the curriculum. A quantitative approach was employed, using a semi-structured questionnaire distributed to 390 teachers across Bangladesh. Findings indicate that teachers generally have a limited understanding of IL and insufficient IL competencies, often overestimating their abilities. Additionally, many teachers did not receive IL training during their professional education, and the majority do not teach IL skills or collaborate with school librarians. The study concludes that the integration of IL in Bangladeshi secondary schools is hindered by inadequate teacher training, poorly structured curricula, limited resources, and linguistic barriers. However, these challenges can be addressed through collaborative efforts to enhance IL training and curriculum integration. Such interventions will equip teachers with the necessary skills to effectively teach IL, ensuring that students have access to comprehensive IL programs across all academic disciplines.
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