| Peer-Reviewed

Research on the Information Literacy of International Chinese Language Teacher

Received: 14 December 2022     Accepted: 4 January 2023     Published: 17 January 2023
Views:       Downloads:
Abstract

In latest years, international Chinese language education has been mostly taught online, so it is urgent to improve teacher’s information literacy. In order to depict the current situation of teachers’ information literacy, this research constructed an assessment framework of four secondary variables of information awareness, information knowledge, information competence, and information ethics based on theories of educational ecology, stages of teachers' professional development, and educational information theory. This research did the digital questionnaire survey with 57 participants throughout the country and employed the software of SPSS 26.0 to analyze data with t-test, ANOVA and correlation analysis. The result shows the advantage of participants’ information ethics (Mean=4.40) and the drawback of their information knowledge (Mean=3.95). It then finds that participants’ information literacy maybe influenced by individual factors, such as overseas experience, their post-service training experiences, and by informatization level of their affiliates. Therefore, this research suggests that efforts shall be made to improve teachers’ information knowledge and information competence. Meanwhile, foreign working experiences as well as post-service training ought to be attached more importance and language schools may improve their informatization level. In conclusion, it is hoped that this research may contribute to improving international Chinese language teachers’ information literacy.

Published in Teacher Education and Curriculum Studies (Volume 8, Issue 1)
DOI 10.11648/j.tecs.20230801.12
Page(s) 7-13
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

International Chinese Language Teachers, Information Literacy, Assessment, Influencing Factors

References
[1] Nan, G. N. (2013). How to understand information technology and the formation of teacher’s information literacy. Modern Distance Education Research, (1), 3-6.
[2] Wang, G. M., Wei, Q. P., Zhang, Y. J., & Wu, L. B. (2019). A review of the structural system of teachers' core Literacy and ability. Educational Science in China (Chinese and English), (4), 59-73.
[3] Wang, M. (1997). On the Requirements of Librarians in the Modern Information Society. Journal of Guitu, (4).
[4] Guo, L. K. (1998). A Brief Discussion of Information Quality Education for College Students. Sichuan Library Journal, (6).
[5] Zhong, Z. X. (2013). Towards lifelong learning: connotations, evolution and standards of information literacy. Distance Education in China, (8), 21-29+95.
[6] Ming, H., Lin, Z., Luo, L., & Huang, S. L. (2019). An international comparison of the connotation and structure of information literacy. Journal of Beijing Normal University (JCR-SSCI), (2), 59-65.
[7] Sun, D. K. (2014). A case study of international Chinese language teachers' personal practical knowledge. Chinese Language Teaching of the World, (1), 128-141.
[8] Wang, X. Z., & Peng, S. (2016). Discussion on the intercultural communication literacy of international Chinese language teachers. Contemporary Education and Culture, (6), 27-31.
[9] Zhang, R. Z. (2018). Research on the structural model of traits of distance Chinese language teachers from students' perspective. Modern Distance Education Research, (2), 74-82.
[10] Wang, T. M. (2021). International Chinese Language Teachers' Teaching Ability: Becoming "Learning Experts". Journal of Northeast Normal University (Philosophy and Social Science Edition), (6), 150-155.
[11] Wang, Z. L., Liu, Y. N., & Li, F. X. (2022). A Research of international Chinese language teachers' language emergency response ability under sudden public health events. Journal of Tianjin Normal University (Social Science Edition), (3): 27-32.
[12] Li, L. (2011). Exploring the professional development of international Chinese language teachers. China Adult Education, (17): 59-61.
[13] Li, D. W. (2015). Exploring the problems and countermeasures in the professional development of international Chinese language teachers. Higher Education Research in Heilongjiang Province, (7): 79-81.
[14] Wang, T. M. (2015). The current situation of international Chinese language teachers' professional development and its countermeasures. Journal of Northeast Normal University (Philosophy and Social Science Edition), (2): 229-231.
[15] Ge, X., & Qu, X. M. (2017). Exploring the professionalization process of skilled international Chinese language teachers. Continue Education Research, (10): 84-86.
[16] Yang, W., & Guo, K. R. (2022). Analysis of the current situation and countermeasures of professional development of native Chinese teachers in Asian and African countries. Ethnic Education Research, (1): 170-176.
[17] Li, Q. (2012). Exploration on the specification of international Chinese language teacher’s training. Chinese Language Teaching and Research, (01): 51-59.
[18] Liu, Y. P., & Gao, R. Y. (2019). A comparative study on the cultivation of practical ability of master's degree in Chinese language education between China and the United States: the case of Central University for Nationalities and Portland State University. Ethnic Education Research, (2): 152-160.
[19] Wu, Y. H. (2021). The impact of professional degree level assessment on the cultivation of master's degree in international Chinese language education and its reflection. Journal of Tianjin Normal University (Social Science Edition), (2): 10-18.
[20] Ke, C. R., Lu, Y., & Pan, X. F. (2015). A model for assessing Chinese teachers' teaching skills and theoretical knowledge of second language acquisition. World Chinese Language Teaching, (1): 111-129.
[21] Wang, T. M., & Lin, N. (2016). Thoughts on establishing a portfolios evaluation system for international Chinese language teacher -based on the experience of the United States. Journal of Northeast Normal University (Philosophy and Social Science Edition), (01): 124-129.
[22] Fan, G. R. (2000). The Ecology of Education. Beijing: People's Education Press.
[23] Wu, D. F., & Zhu, W. W. (2000). Educational Ecology in New Century Edition. Nanjing: Jiangsu Education Press.
[24] Sun, K. N., & Lu, S. H. (2018). Topics in Basic Education Reform. Beijing: Education Science Press.
[25] Wang, E. X. (2014). Three Stages of Professional Development of International Chinese Language Teachers. Modern Chinese (Comprehensive Academic Edition), (5), 82-87.
[26] Zhu, Z. T. (1999). The process of education informatization in the world. Foreign Education Materials, (2), 79-80.
[27] Wang, J. Q. (1999). On Information Literacy. Shanghai: Shanghai Education Press.
[28] Zheng, Y. Q. (2012). Introduction to the Technology of teaching Chinese as a Foreign Language. Beijing: The Commercial Press.
[29] Xu, Q. Y. (2021). Survey and research on the current situation of data literacy of volunteer teacher of international Chinese language education. Zhejiang Institute of Science and Technology.
[30] Liu, Y. P., Li, X. D., & Hao, J. X. (2021). A research on the current situation and influencing factors of international Chinese language teachers' digital competence. Ethnic Education Research, (3): 139-146.
[31] Xu, T. (2021). A research on international Chinese language teachers' intelligent literacy survey and the way to improve. Southwest University.
[32] Wu, Y. H. (2016). Dynamic Development and Country Differences of International Chinese Language Teacher's Demand. Educational Research, (11), 144-149.
Cite This Article
  • APA Style

    Xiaorong Yin, Jiale Zheng. (2023). Research on the Information Literacy of International Chinese Language Teacher. Teacher Education and Curriculum Studies, 8(1), 7-13. https://doi.org/10.11648/j.tecs.20230801.12

    Copy | Download

    ACS Style

    Xiaorong Yin; Jiale Zheng. Research on the Information Literacy of International Chinese Language Teacher. Teach. Educ. Curric. Stud. 2023, 8(1), 7-13. doi: 10.11648/j.tecs.20230801.12

    Copy | Download

    AMA Style

    Xiaorong Yin, Jiale Zheng. Research on the Information Literacy of International Chinese Language Teacher. Teach Educ Curric Stud. 2023;8(1):7-13. doi: 10.11648/j.tecs.20230801.12

    Copy | Download

  • @article{10.11648/j.tecs.20230801.12,
      author = {Xiaorong Yin and Jiale Zheng},
      title = {Research on the Information Literacy of International Chinese Language Teacher},
      journal = {Teacher Education and Curriculum Studies},
      volume = {8},
      number = {1},
      pages = {7-13},
      doi = {10.11648/j.tecs.20230801.12},
      url = {https://doi.org/10.11648/j.tecs.20230801.12},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20230801.12},
      abstract = {In latest years, international Chinese language education has been mostly taught online, so it is urgent to improve teacher’s information literacy. In order to depict the current situation of teachers’ information literacy, this research constructed an assessment framework of four secondary variables of information awareness, information knowledge, information competence, and information ethics based on theories of educational ecology, stages of teachers' professional development, and educational information theory. This research did the digital questionnaire survey with 57 participants throughout the country and employed the software of SPSS 26.0 to analyze data with t-test, ANOVA and correlation analysis. The result shows the advantage of participants’ information ethics (Mean=4.40) and the drawback of their information knowledge (Mean=3.95). It then finds that participants’ information literacy maybe influenced by individual factors, such as overseas experience, their post-service training experiences, and by informatization level of their affiliates. Therefore, this research suggests that efforts shall be made to improve teachers’ information knowledge and information competence. Meanwhile, foreign working experiences as well as post-service training ought to be attached more importance and language schools may improve their informatization level. In conclusion, it is hoped that this research may contribute to improving international Chinese language teachers’ information literacy.},
     year = {2023}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - Research on the Information Literacy of International Chinese Language Teacher
    AU  - Xiaorong Yin
    AU  - Jiale Zheng
    Y1  - 2023/01/17
    PY  - 2023
    N1  - https://doi.org/10.11648/j.tecs.20230801.12
    DO  - 10.11648/j.tecs.20230801.12
    T2  - Teacher Education and Curriculum Studies
    JF  - Teacher Education and Curriculum Studies
    JO  - Teacher Education and Curriculum Studies
    SP  - 7
    EP  - 13
    PB  - Science Publishing Group
    SN  - 2575-4971
    UR  - https://doi.org/10.11648/j.tecs.20230801.12
    AB  - In latest years, international Chinese language education has been mostly taught online, so it is urgent to improve teacher’s information literacy. In order to depict the current situation of teachers’ information literacy, this research constructed an assessment framework of four secondary variables of information awareness, information knowledge, information competence, and information ethics based on theories of educational ecology, stages of teachers' professional development, and educational information theory. This research did the digital questionnaire survey with 57 participants throughout the country and employed the software of SPSS 26.0 to analyze data with t-test, ANOVA and correlation analysis. The result shows the advantage of participants’ information ethics (Mean=4.40) and the drawback of their information knowledge (Mean=3.95). It then finds that participants’ information literacy maybe influenced by individual factors, such as overseas experience, their post-service training experiences, and by informatization level of their affiliates. Therefore, this research suggests that efforts shall be made to improve teachers’ information knowledge and information competence. Meanwhile, foreign working experiences as well as post-service training ought to be attached more importance and language schools may improve their informatization level. In conclusion, it is hoped that this research may contribute to improving international Chinese language teachers’ information literacy.
    VL  - 8
    IS  - 1
    ER  - 

    Copy | Download

Author Information
  • College of Foreign Language, Xinjiang Normal University, Urumqi, China

  • College of International Cultural Exchange, Xinjiang Normal University, Urumqi, China

  • Sections