The Attitudes of Teachers-in-Training Towards Information Literacy Skills and the Inclusion of Mobile Devices in the Process of Teacher Education

Abstract

The main focus of this paper is to analyze the relation between information literacy and the use of mobile devices in the process of learning-teaching in university students, specifically, teachers-in-training. For this purpose, a group of students belonging to the last semester of the Education Degree (N = 44) at the University of Granada was selected for a qualitative-descriptive study, based on a focus group, using the techniques of the thinking aloud and the semi-structured interviews; and for a brief quantitative questionnaire founded in a Likert-Scale. With these two procedures we tried to measure attitudes towards information literacy and the influence that mobile devices exert on its acquisition. Both results (qualitative and quantitative) were compared in order to check the consistency of the information offered by the students. After we analyzed the data, we conclude the following: 1. There is a generalized use of mobile devices in the process of learning-teaching. The use of digital technologies for communication and learning purposes is obviously a part of the identity of young people and, in particular, of university students. 2. The increase of these devices is related to a change of attitudes, which includes distraction, use of new technologies for other purposes (different to academics) and lack of critical outlook. 3. Age is a relevant factor for the development of attitudes and skills related to critical and independent thinking. Nevertheless, significant differences were not observed as far as the use of mobile and the acquisition of digital information skills were concerned. 4. To a greater or a lesser extent, students demand the use of new technologies combined with a traditional methodology, on the basis of master classes, discussion groups, dialogue and interactions, and practicum. It is also remarkable that an excessive use of mobile devices may hinder or overwhelm the acquisition of literacy skills. 5. Data analysis identified gaps in the information literacy of teachers-in-training despite their constant access to information via mobile devices. Therefore, we propose that appropriate information literacy training is a key priority in teacher education. 6. Concerning the use of mobile technologies in the classroom, this research suggests both a positive impact and also some disadvantages.