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The study involves 161 teachers from a district in Gaziantep, covering the 2016–2017 academic years. Digital Citizenship, Information Literacy, and Self-Efficacy Perception scales are used. Results show teachers’ digital citizenship at a medium level, no institutional-level differences, and differences by age range. Digital citizenship correlates positively with both information literacy and self-efficacy; information literacy explains 44% of variance, while internet/computer self-efficacy explains 31% separately.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/evaluation-of-digital-citizenship-levels-of-teachers-in-the-context-of-information-literacy-and-internet-and-computer-use-self-efficacy/591772/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/evaluation-of-digital-citizenship-levels-of-teachers-in-the-context-of-information-literacy-and-internet-and-computer-use-self-efficacy/591772.png","ImageObject",300,407,{"name":92,"@type":93},"Dipper","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To determine teachers’ digital citizenship levels in the context of information literacy and internet-computer use self-efficacy, and to examine the relationship among these variables.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many teachers participated and from where?",{"text":117,"@type":113},"The sample includes 161 teachers working in a district of Gaziantep province during the 2016–2017 academic years.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key findings about digital citizenship levels?",{"text":121,"@type":113},"Teachers’ digital citizenship levels were at a medium level; levels did not differ by educational institution level but differed by age range.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591772,1792161378,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404997633,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Asian Journal of Contemporary Education  \nISSN(e): 2617-1252  \nDOI: 10.18488/journal.137.2020 .42.80.90 Vol. 4, No. 2, 80-90.  \n© 2020 AESS Publications. All Rights Reserved. [URL:](URL: www.aessweb.com)[ ](URL: www.aessweb.com)[www.aessweb.com](URL: www.aessweb.com)  \nEVALUATION OF DIGITAL CITIZENSHIP LEVELS OF TEACHERS IN THE CONTEXT OF INFORMATION LITERACY AND INTERNET AND COMPUTER USE SELF-EFFICACY  \nAhmet Naci COKLAR1+  \n Ali TATLI2  \n1Prof.Dr., Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Department of Computer Education and Instructional Technologies, Konya, Turkey.  \n2Information Technology Teacher, Ministry of National Education,  \nGaziantep, Turkey. (+ Corresponding author)  \nABSTRACT  \nArticle History  \nReceived: 8 September 2020  \nRevised: 30 September 2020  \nAccepted: 12 October 2020  \nPublished: 28 October 2020  \nKeywords  \nDigital citizenship Teacher self-efficacy Information literacy Computer use self-efficacy Technology use  \nDigital literacy.  \nThis research was carried out to determine the level of digital citizenship of teachers working in different branches and institutions and to determine the relationship between digital citizenship levels and information literacy and internet-computer use self-efficacy. The sample of the study consists of 161 teachers working in a district of Gaziantep province in 2016-2017 academic years. The Digital Citizenship Scale prepared by Isman and Gungoren (2014), the Information Literacy Scale prepared by Adiguzel (2011) and the Self-Efficacy Perception Scale prepared by Sad and Demir (2015) were used in the scope of the research. As a result of the research, it was found that the digital citizenship level of teachers is at a medium level. While the digital citizenship levels of teachers do not differ according to the educational institution level, they differ according to the age range. It was determined that there was a positive, significant, and middle level relationship between teachers' digital citizenship and information literacy and internet-computer use self-efficacy levels. In terms of digital citizenship level, information literacy explains 44% of the total variance, while internet and computer self-efficacy explain 31% of the variance alone.  \nContribution/ Originality: This study is one of very few studies which have investigated teachers' digital citizenship levels in the context of their information literacy and information technologies use self-efficacies, revealing that both variables are important, but revealing that information literacy has a greater impact on digital citizenship.  \n1. INTRODUCTION  \nInternet and digital technologies affect and affect human life in every respect. The internet is used in many areas such as accessing information, creating information, and communicating. Especially in recent years, the internet access opportunities of the societies have increased significantly and every individual can access the internet from anywhere. This has facilitated the exchange of information between societies, has enabled people to participate more actively in society and has provided educational opportunities at every moment of life. Today, oneof the results of the internet and computers being used in all areas of life has been the concept of digital citizenship.  \nThe digital citizenship term creates a new form of citizenship Alberta (2012) . In other words, people who knowhow to use digital technologies and who are ethical, respectful and responsible in virtual environments are called  \ndigital citizens (Cubukcu & Bayzan, 2013) . Digital citizenship is defined as the norms of behavior associated with technology use (Mossberger., 2009) . Especially in recent years, with the use of technologies such as internet, computer, smart board in education, it has become necessary for students and teachers to use these technologies (Bowser, Davis, Singleton, & Small, 2017). According to Bailey and Ribble (2007), the concept of digital citize","cbCaiitXBDJKHOhI","https://ap.wps.com/l/cbCaiitXBDJKHOhI","pdf",324766,11,"English","# Abstract\n# Introduction\n## Digital citizenship concept and dimensions","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To determine teachers’ digital citizenship levels in the context of information literacy and internet-computer use self-efficacy, and to examine the relationship among these variables.\"},{\"question\":\"How many teachers participated and from where?\",\"answer\":\"The sample includes 161 teachers working in a district of Gaziantep province during the 2016–2017 academic years.\"},{\"question\":\"What were the key findings about digital citizenship levels?\",\"answer\":\"Teachers’ digital citizenship levels were at a medium level; levels did not differ by educational institution level but differed by age range.\"}]","EVALUATION OF DIGITAL CITIZENSHIP LEVELS OF TEACHERS IN THE CONTEXT OF INFORMATION LITERACY AND INTERNET AND COMPUTER USE SELF-EFFICACY | PDF",1792073175,28]