FEMALE SAUDI PRE-SERVICE TEACHERS’ COMPETENCY IN INFORMATION LITERACY, PERCEPTIONS OF FUTURE CLASSROOM PRACTICE, AND THE ROLE OF LIBRARIANS

Author

Norah Alsana, Southern Illinois University CarbondaleFollow

Date of Award

5-1-2017

Degree Name

Doctor of Philosophy

Department

Curriculum and Instruction

First Advisor

McIntyre, John

Abstract

AN ABSTRACT OF THE DISSERTATION OF NORAH OMAR ALSANA, for the Doctor of Philosophy degree in CURRICULUM & INSTRUCTION, presented on March 2017, at Southern Illinois University Carbondale. TITLE: FEMALE SAUDI PRE-SERVICE TEACHERS’ COMPETENCY IN INFORMATION LITERACY, PERCEPTIONS OF FUTURE CLASSROOM PRACTICE, AND THE ROLE OF LIBRARIANS MAJOR PROFESSOR: Dr. John McIntyre The purpose of this concurrent triangulation mixed- method study is to identify pre-service teachers’ competency and future classroom practice regarding information literacy. Another purpose was to identify pre-service teachers’ perceptions of the librarian’s role in developing information literacy practice. The study was also designed to identify the faculty members’ perceptions of pre-service teachers’ practice of information literacy. The sample contained 117 female pre-service teachers in the Quantitative phase and 8 pre-service teachers and 4 faculty members in the qualitative phase at Al-Imam Muhammad Ibn Saud Islamic University in Riyadh, Saudi Arabia. The finding revealed that pre-service teachers were knowledgeable about information literacy skills. However, their knowledge competency was a mostly theoretical knowledge that they did not have time or learning experiences to practice. Also, The pre-service teachers showed limited preparation to practice information literacy not only as students but also as teachers. They also showed a positive interest to learn who to practice information literacy in their future teaching only to improve their students’ knowledge about the subject, not to teach students these skills, which is related to the second level of IL practice skill. The finding also showed that pre-service teachers were dependence on instructors to explain IL skills processes, believing these were the faculty’s role rather than the librarian’s who did not have the role more than finding resources to them. Base on the result, I recommend an integrated to the information literacy skills to practice through all the subject matters and evaluate their (pre-service teacher) practice not only as students but also as future teachers. Also, I recommend the university from administrators, faculty members, and librarians to enhance the awareness among students about the important of IL skills and work cooperatively to influence the students’ capacity to practice that not only as seekers but also as future providers to this competency.