How Does Information Literacy Instruction in Secondary Education Affect Students' Self-efficacy Beliefs and Attitudes?

This paper reports the findings of a study on how students’ self-efficacy in and attitudes to online research develop in a two-year information literacy intervention in the lower secondary school. The data was collected by a questionnaire administered before, in the middle of, and after the intervention. A repeated measures ANOVA was used to reveal the effect of the intervention. The teaching intervention changed students’ behavioral intentions in the evaluation of search results and in source-based writing. No intervention effect was observed in other attitude factors or in self-efficacy beliefs. The authors suggest that self-efficacy and attitudes should be considered as explicit learning goals in pedagogical practices in order to develop them more effectively.

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