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In addition, 85 school media specialists shared observations about beginning teachers’ understanding and practice of IL. Findings show many students lack IL terminology familiarity, and at least some new teachers do not prioritize or clearly understand teaching IL skills in K-12 classrooms.",{"@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/information-literacy-skills-for-preservice-teachers-do-they-transfer-to-k-12-classrooms/602429/",{"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/information-literacy-skills-for-preservice-teachers-do-they-transfer-to-k-12-classrooms/602429.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the goal of the study on information literacy skills?","Question",{"text":112,"@type":113},"The study aimed to determine whether preservice teachers understand information literacy concepts and skills and whether they anticipate transferring and teaching them in future K-12 classrooms.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who participated in the survey and how many?",{"text":117,"@type":113},"The survey included 70 education majors from two Kansas universities and 85 school media specialists in the state who observed new teachers’ IL understanding and practice.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the results indicate about preservice teachers and new teachers?",{"text":121,"@type":113},"Many education students were not familiar with information literacy terminology, and at least some new teachers lacked a clear understanding and priority for teaching these skills in K-12 classrooms.","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},602429,1792190759,{"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":81,"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},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","Information Literacy Skills for Preservice Teachers:  \nDo They Transfer to K-12 Classrooms?  \nBy Marcia Stockham and Heather Collins  \nAbstract  \nThis study surveyed current education majors (n=70) in two Kansas universities to gain a perspective on their understanding of Information Literacy (IL) concepts and skills, and to learn whether they anticipated teaching such concepts to their future K-12 students. School media specialists in the state were also surveyed (n=85) and asked to share their observations of teachers new to the profession as to their understanding and practice of IL. Results indicate many education students were not familiar with IL concept terminology and at least some new teachers in the state do not have a clear understanding or priority for teaching such skills in K-12 classrooms.  \nIntroduction  \nAcademic education librarians working with future teachers perform multi-faceted work. One critical role includes teaching the Association of College and Research Libraries’ (ACRL) Information Literacy Competency Standards within the discipline of education (ACRL, 2000) . More recently, Information Literacy Standards for Teacher Education have been formulated and endorsed by the ACRL’s Education and Behavioral Sciences Division (EBSS Instruction for Educators Committee, 2011). Librarians frequently extol the benefits of information literacy (IL) to empower students in their future professional endeavors.  \nAcademic education librarians teach IL skills to future teachers, and thus share an increased responsibility for promoting IL as part ofthe learning cycle: librarians to teachers to students. Since teachers cannot teach what they do not know, it is necessary for teacher education programs and libraries to collaborate in meeting ACRL student learning outcomes for information literacy. At Kansas State University and at Washburn University, librarians bring instruction to targeted education courses, strategically weaving IL skills into various points in the curriculum. This study focused on the extent to which preservice teachers absorb and then embed these concepts into future K-12 learning experiences, thus transmitting information literacy.  \nCollaborations between academic education departments and education libraries/librarians can set an important example for student teachers moving into professional practice. The education librarian has an opportunity to model not only the use of information seeking skills, but also the collaboration potential for teachers and school librarians. If education libraries and librarians give preservice teachers tools that can enhance their lifelong learning habits, perhaps, in turn, those education students can impact their future students not just sporadically, but as a matter of practice throughout a student’s educational career. Academic institutions will then begin to see students entering their doors with even greater IL levels.  \nWashburn University Libraries’ mission includes the vision to “ …guide teaching, learning and research in the transformation of our community…”( Washburn University Libraries mission statement, 2011) . Likewise, Kansas State University Libraries’ mission and vision statement includes terms which highlight the comprehensive change affected upon students as they matriculate.“We guide our community in its quest for intellectual discovery and lifelong learning”(Kansas State University Libraries mission statement, 2011) . In this study, perspective was sought to understand the impact that education librarians and libraries have on lifelong learning and student transformation.  \nWhen evaluating this cycle of teachers, students, and librarians, it is important to acknowledge a potential disconnect between skills needed for a task-based event and the disposition-changing mastery of knowledge. Transformative change would be evidenced in lifelong habits, not in short-term task completion. The incorporation of information literate practices in task-based","cbCaiiFrYus5kNNT","https://ap.wps.com/l/cbCaiiFrYus5kNNT","pdf",226584,14,"English","# Abstract\n# Introduction\n# Literature Review","[{\"question\":\"What was the goal of the study on information literacy skills?\",\"answer\":\"The study aimed to determine whether preservice teachers understand information literacy concepts and skills and whether they anticipate transferring and teaching them in future K-12 classrooms.\"},{\"question\":\"Who participated in the survey and how many?\",\"answer\":\"The survey included 70 education majors from two Kansas universities and 85 school media specialists in the state who observed new teachers’ IL understanding and practice.\"},{\"question\":\"What did the results indicate about preservice teachers and new teachers?\",\"answer\":\"Many education students were not familiar with information literacy terminology, and at least some new teachers lacked a clear understanding and priority for teaching these skills in K-12 classrooms.\"}]","Information Literacy Skills for Preservice Teachers: Do They Transfer to K-12 Classrooms? | PDF",1792094664,35]