The DOI matches its Crossref record; 21 of the 22 references it cites were found in a registry or an index; none of the 19 sources its claims cite is checked for support yet.
Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era
Open accessAbstract
In the digital era, improving information literacy (IL) among foreign language teachers in higher education is crucial for keeping pace with technological advancements. However, challenges persist regarding their IL, including limited proficiency in using information technology (IT) for language instruction, inadequate updates on educational technology, and insufficient institutional support for evaluation and incentives. To address these issues, this study conducted a survey of 286 university teachers in Wenzhou, Zhejiang Province, including 155 foreign language teachers. The findings indicate: (1) Foreign language teachers' overall IL tends to be moderately below average, with lower mean scores across all IL dimensions compared to all university teachers. Specifically, the level of information knowledge is the lowest, while information awareness and competence are relatively higher; (2) Compared with non-foreign language teachers, foreign language teachers exhibit lower IL levels, notably with significantly lower levels of information knowledge as well as information ethics and security. Based on these results, we recommend strategies for enhancing IL among foreign language teachers, including updating educational concept to enhance the self-learning awareness of IL, implementing systematic and professional training, as well as establishing tailored evaluation criteria and incentive systems. These strategies aim to serve as valuable guidelines for the overall enhancement of IL among foreign language teachers in higher education.
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Claims the paper makes
21 Own interpretation · 20 Own result · 15 Not checked yet · 2 Own method
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“for information competence is 3.67 (SD=0.63)”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 4.1 The Overall Level of IL among Foreign Language Teachers in Higher Education
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The Likert-scale self-reports accurately reflect the teachers' actual information literacy.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“some foreign language teachers still have relatively weak information awareness”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 4.2.1 Information Awareness
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The Likert-scale self-reports accurately reflect the teachers' actual information literacy.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“for information knowledge is 3.38 (SD=0.76)”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 4.1 The Overall Level of IL among Foreign Language Teachers in Higher Education
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The Likert-scale self-reports accurately reflect the teachers' actual information literacy.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“the combined percentage of these two options exceeding 60%”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 4.2.1 Information Awareness
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The Likert-scale self-reports accurately reflect the teachers' actual information literacy.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“the mean score for information awareness is 3.90 (SD=0.72)”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 4.1 The Overall Level of IL among Foreign Language Teachers in Higher Education
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The Likert-scale self-reports accurately reflect the teachers' actual information literacy.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“the total mean score for IL is 3.65 (SD=0.59)”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 4.1 The Overall Level of IL among Foreign Language Teachers in Higher Education
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The Likert-scale self-reports accurately reflect the teachers' actual information literacy.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“for information ethics and security is 3.63 (SD=0.71)”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 4.1 The Overall Level of IL among Foreign Language Teachers in Higher Education
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The Likert-scale self-reports accurately reflect the teachers' actual information literacy.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“the combined percentage of these two options exceeding 64%”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 4.2.2 Information Knowledge
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The Likert-scale self-reports accurately reflect the teachers' actual information literacy.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“t(284) = -2.54,p=0.01 < 0.05, indicating that the information knowledge score of foreign language teachers is significantly lower than that of non-foreign language teachers.”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 4.3 Differences in IL between Foreign Language Teachers and Non-Foreign Language Teachers in Higher Education
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The 286 university teachers surveyed in Wenzhou, Zhejiang Province are representative of foreign language teachers in higher education more broadly.
- Rests on an assumption: The Likert-scale self-reports accurately reflect the teachers' actual information literacy.
- Rests on an assumption: The non-foreign language teachers in the sample are comparable to foreign language teachers except for their discipline, so differences in information literacy can be attributed to foreign language status.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“t(284) = -2.07,p=0.04 < 0.05, indicating that the total IL score of foreign language teachers is significantly lower than that of non-foreign language teachers.”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 4.3 Differences in IL between Foreign Language Teachers and Non-Foreign Language Teachers in Higher Education
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The 286 university teachers surveyed in Wenzhou, Zhejiang Province are representative of foreign language teachers in higher education more broadly.
- Rests on an assumption: The Likert-scale self-reports accurately reflect the teachers' actual information literacy.
- Rests on an assumption: The non-foreign language teachers in the sample are comparable to foreign language teachers except for their discipline, so differences in information literacy can be attributed to foreign language status.
- It may state two separate claims as one. 27
- The quote only partly states this claim. 5
- Probably not a substantial claim. 9
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“the mean score for information awareness among foreign language teachers is the highest, while the mean score for information knowledge is the lowest.”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > Table 1 IL Levels of Foreign Language Teachers in Higher Education
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The Likert-scale self-reports accurately reflect the teachers' actual information literacy.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The mean score for information ethics and security among foreign language teachers is 3.53 (SD=0.72),while for non-foreign language teachers, it is 3.76 (SD=0.68).”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 4.3 Differences in IL between Foreign Language Teachers and Non-Foreign Language Teachers in Higher Education
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The mean score for information competence among foreign language teachers is 3.62 (SD=0.64),while for non-foreign language teachers, it is 3.72 (SD=0.62).”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 4.3 Differences in IL between Foreign Language Teachers and Non-Foreign Language Teachers in Higher Education
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The Likert-scale self-reports accurately reflect the teachers' actual information literacy.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“From an overall perspective, the current IL level of foreign language teachers in universities is below-average level.”
- Also stated in: § 7. Conclusion · hedged
“Foreign language teachers' overall IL tends to be moderately below average, with lower mean scores across all IL dimensions compared to all university teachers.”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 5.1 Inadequate Overall IL Level of Foreign Language Teachers
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Also stated in: § 7. Conclusion · hedged
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“the mean score for the total IL of foreign language teachers in higher education is 3.58 (SD=0.62),while the mean score for non-foreign language teachers is 3.73 (SD=0.55).”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 4.3 Differences in IL between Foreign Language Teachers and Non-Foreign Language Teachers in Higher Education
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The Likert-scale self-reports accurately reflect the teachers' actual information literacy.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Compared with non-foreign language teachers, foreign language teachers exhibit lower IL levels, notably with significantly lower levels of information knowledge as well as information ethics and security.”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > Abstract
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The 286 university teachers surveyed in Wenzhou, Zhejiang Province are representative of foreign language teachers in higher education more broadly.
- Rests on an assumption: The Likert-scale self-reports accurately reflect the teachers' actual information literacy.
- Rests on an assumption: The non-foreign language teachers in the sample are comparable to foreign language teachers except for their discipline, so differences in information literacy can be attributed to foreign language status.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The mean score for information knowledge among foreign language teachers is 3.27 (SD=0.78),while for non-foreign language teachers, it is 3.50 (SD=0.71).”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 4.3 Differences in IL between Foreign Language Teachers and Non-Foreign Language Teachers in Higher Education
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The Likert-scale self-reports accurately reflect the teachers' actual information literacy.
In the paper
“insufficient institutional support for evaluation and incentives”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > Abstract
What the sources say
- Not checked yetcites [4][5]
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The quote only partly states this claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“more than half of the foreign language teachers in higher education institutions possess a good awareness of information”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 4.2.1 Information Awareness
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one. The quote only partly states this claim.
- Rests on an assumption: The Likert-scale self-reports accurately reflect the teachers' actual information literacy.
In the paper
“teachers' IL training has received attention from education departments worldwide”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 1. Introduction
What the sources say
- Not checked yetcites [3] 3. Huang F. (2023). Examining Foreign Language Teachers' Information Literacy: Do Digital Nativity, Technology Training, and Fatigue Matter? The Asia-Pacific Education Researcher, 1-12. https://doi.org/10.1007/s40299-023-00797-z.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“However, some foreign language teachers lack awareness of self-learning of IL, failing to embrace advanced teaching concepts in the digital age and lacking sufficient proactive integration of emerging information technologies into their teaching practices.”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 5.1 Inadequate Overall IL Level of Foreign Language Teachers
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“the digital era provides new teaching and learning methods, as well as unprecedented rich resources for foreign language teaching [2]”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 1. Introduction
What the sources say
- Not checked yetcites [2] 2. Higher Education Teaching Guidance Committee of the Ministry of Education. (2020). College English Teaching Guidelines (2020 Edition). Higher Education Press, Beijing.
plainstates a cause- Asserted: passes — The authors put it forward as true.
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- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
In the paper
“Information awareness is considered to be the most important aspect of IL as it guides individual's understanding of knowledge, ideas, and needs to engage in the information activities [18] .”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 5.2.1 Relatively Strong Information Awareness
What the sources say
- Not checked yetcites [18] 18. Bruce C, Hughes H and Somerville M M. (2012). Supporting informed learners in the twenty-first century. Library Trends, vol.60(3):522-545.
plainstates a cause- Asserted: passes — The authors put it forward as true.
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- Load-bearing: fails — The paper’s conclusions may not depend on it.
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Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In the training of IT teaching and various IT teaching competitions conducted in universities, many teachers do not participate actively, resulting in ineffective training”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 5.2.1 Relatively Strong Information Awareness
plainstates a cause- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Overall, the information competency of teachers is relatively acceptable, indicating that schools have achieved some success in teacher training in IT.”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 5.2.3 Unsatisfactory Information Competence
hedgedstates a cause- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This deficiency in specialized guidance results in a lack of cognitive understanding and practical experience among teachers regarding information theory and technology, which in turn leads to insufficient application of IT in the teaching process.”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 5.2.2 Limited Mastery of Information Knowledge
plainstates a cause- Asserted: passes — The authors put it forward as true.
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It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Additionally, besides university training, there are not adequate dissemination and popularization of knowledge about laws and regulations of education informatization as well as information ethics.”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 5.2.2 Limited Mastery of Information Knowledge
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Finally, due to the specificity of foreign language disciplines, foreign language teachers may lack systematic and specialized opportunities for IL training and learning.”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 5.3 Foreign Language Teachers' IL Needs Improvement Compared with Non-foreign Language Teachers
hedgedstates a possible cause- Asserted: passes — The authors put it forward as true.
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Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“According to the survey, compared with non-foreign language teachers, the overall IL level of foreign language teachers is relatively low, especially in terms of information knowledge as well as ethics and security.”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 5.3 Foreign Language Teachers' IL Needs Improvement Compared with Non-foreign Language Teachers
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: unclear — It is unclear why the paper says it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In recent years, due to the reinforcement of academic and professional ethical standards management in higher education, the majority of foreign language teachers conscientiously adhere to academic norms and protect the privacy of others during the processes of education, teaching, and academic research.”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 5.2.4 Insufficient Information Ethics and Security
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Firstly, the professional background of foreign language teachers mainly focuses on linguistics, literature, and education, resulting in a weak foundation in IL, while non-foreign language teachers may have more professional backgrounds related to IL.”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 5.3 Foreign Language Teachers' IL Needs Improvement Compared with Non-foreign Language Teachers
hedgedstates a cause- Asserted: passes — The authors put it forward as true.
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- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“the overall level of information knowledge among foreign language teachers is lower than that of information awareness”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 4.2.2 Information Knowledge
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The Likert-scale self-reports accurately reflect the teachers' actual information literacy.
In the paper
“Teachers' awareness of self-learning is an important way to comprehensively improve teachers' IL [27] .”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 6.1 Enhancing the Self-learning Awareness of IL
What the sources say
- Not checked yetcites [27] 27. Ye L, Wei Z and Bao Q. (2023). Research on the Influencing Factors of Information Literacy of University Teachers and Students in the Age of Digital Intelligence. Journal of Education, Humanities and Social Sciences, vol.14:678-687.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“the Ministry of Education of China issued the Norms for the Construction of Digital Campuses in Higher Education Institutions (Trial) in 2021, which delineates explicit requirements for the integration of IT in higher education institutions and specify guidelines for enhancing teachers' information literacy (IL) [1]”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 1. Introduction
What the sources say
- Not checked yetcites [1] 1. Ministry of Education. (2021). Notice from the Ministry of Education on the Publication of "Norms for the Construction of Digital Campuses in Higher Education Institutions (Trial)." Retrieved from http://www.moe.gov.cn/srcsite/A16/s3342/202103/W020210322388403183703.doc
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“The improvement of IL among these teachers is influenced by various factors, necessitating both the stimulation of teachers' intrinsic autonomy and the provision of external support and incentives [16][17] .”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 5.1 Inadequate Overall IL Level of Foreign Language Teachers
What the sources say
- Not checked yetcites [16] 16. Jumonville A. (2014). The role of faculty autonomy in a course-integrated information literacy program. Reference Services Review, vol.42(4):536-551.
- Not checked yetcites [17] 17. Chua L L. (2018). Development of an information literacy education model based on school culture mediated by motivation and self-efficacy/Chua Lee Lee (Doctoral dissertation, University of Malaya).
plainstates a cause- Asserted: passes — The authors put it forward as true.
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- Load-bearing: passes — The paper’s conclusions depend on it.
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Probably not a substantial claim. It may state two separate claims as one.
In the paper
“Systematic and professional training is a key measure to improve the IL of foreign language teachers [28] .”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 6.2 Implementing Systematic and Professional Training
What the sources say
- Not checked yetcites [28] 28. Pinto M, Caballero-Mariscal D and Fernández-Pascual R, et al. (2019). The Attitudes of teachers-in-training towards Information Literacy Skills and the Inclusion of Mobile Devices in the Process of Teacher Education. In Information Literacy in Everyday Life: 6th European Conference, ECIL 2018, Oulu, Finland, September 24-27, 2018, Revised Selected Papers 6 (pp. 597-606). Springer International Publishing.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“There is also insufficient understanding of relevant laws, regulations, and ethical knowledge related to information”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 4.2.2 Information Knowledge
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one. The quote only partly states this claim.
- Rests on an assumption: The Likert-scale self-reports accurately reflect the teachers' actual information literacy.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“However, some foreign language teachers lack awareness and practical experience in information theory and IT, leading to insufficient application of information in the teaching process.”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 5.2.3 Unsatisfactory Information Competence
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Some foreign language teachers simply equate IL with the use of advanced teaching equipment and software in multimedia and digital language laboratories, lacking the proactive awareness to explore the deep integration of IT with teaching, leading to low utilization of teaching resources.”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 5.2.1 Relatively Strong Information Awareness
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Secondly, the teaching focus of foreign language teachers is usually on language learning and cultural dissemination, leading to a relatively low emphasis on IL, while non-foreign language teachers' teaching tasks focus more on students' research abilities, such as medical and management majors.”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 5.3 Foreign Language Teachers' IL Needs Improvement Compared with Non-foreign Language Teachers
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The Cronbach's α coefficient for the second part of the questionnaire was 0.95.”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 3.2 Instruments and Procedures
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one. The quote only partly states this claim.
None of the sources cited for this claim have been checked yet.
In the paper
“IL is a multifaceted and dynamic concept, constituting a comprehensive competency that evolves with the development of the information society which involves the ability to access, evaluate, and use information effectively and ethically in various contexts.”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 2.1 Concept of Information Literacy
What the sources say
- Not checked yetcites [6] 6. Zurkowski P G. (1974). The Information Service Environment Relationships and Priorities. Related Paper No.
- Not checked yetcites [7] 7. ALA. (2015). Framework for Information Literacy for Higher Education. Chicago: Association of College & Research Libraries. Retrieved from http://www.ala.org/acrl/files/issues/infolit/framework.pdf
- Not checked yetcites [8] 8. International Federation of Library Associations and Institutions (IFLA). (2015). Beacons of the information society: The Alexandria Proclamation on information literacy and lifelong learning. Retrieved from https://www.ifla.org/publications/beacons-of-the-information-societythe-alexandria- proclamation-on-information-literacy.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“286 valid questionnaires were obtained, resulting in an effective rate of 92.56%.”
§ Current Status and Enhancement Strategies of Information Literacy for Foreign Language Teachers in Higher Education in the Digital Era > 3.2 Instruments and Procedures
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one. The quote only partly states this claim.
The paper relies on this without support.
The 286 university teachers surveyed in Wenzhou, Zhejiang Province are representative of foreign language teachers in higher education more broadly.
“This study primarily focuses on 286 college teachers as subjects in the Wenzhou, Zhejiang Province.”
The paper relies on this without support.
The Likert-scale self-reports accurately reflect the teachers' actual information literacy.
“Each question was measured using a Likert 5-point scale, and data analysis was conducted.”
The paper relies on this without support.
The non-foreign language teachers in the sample are comparable to foreign language teachers except for their discipline, so differences in information literacy can be attributed to foreign language status.
“The distribution of majors is 54.2% in foreign languages and 45.8% in non-foreign languages”
The paper relies on this without support.
Tailored evaluation criteria for foreign language teachers' information literacy and effective incentive systems are crucial for improving those teachers' information literacy.
“A well-suited evaluation criteria for the IL of university foreign language teachers and effective incentive systems play a crucial role in improving teachers' IL.”
Statistics recomputed
Every reported test result, recomputed from its test statistic and degrees of freedom. A result shows as not adding up only once an independent check has confirmed it.
- Consistentt(284) = -2.07reported p = .04 · recomputed p = .039
“t(284) = -2.07,p = .04”
- Consistentt(284) = -2.54reported p = .01 · recomputed p = .012
“t(284) = -2.54,p = .01”
- Consistentt(284) = -1.38reported p = .17 · recomputed p = .169
“t(284) = -1.38,p = .17”
- Consistentt(284) = -2.69reported p = .008 · recomputed p = .008
“t(284) = -2.69,p = .008”
- Consistentt(284) = -0.85reported p = .4 · recomputed p = .396
“t(284) = -0.85,p = .40”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Self-check results appear here once an independent check has confirmed them.
Citations
Cites
Framework for Information Literacy for Higher Education
Acrl Framework Task Force (2014) · Cited by 830
Preparing teachers for the application of AI-powered technologies in foreign language education
Pokrivcakova, S. (2019) · Journal of Language and Cultural Education · doi:10.2478/jolace-2019-0025 · Cited by 489
The Information Service environment relationships and priorities
Zurkowski, P. G. (1974) · Cited by 453
United Nations Educational, Scientific and Cultural Organization
(1955) · International Organization · doi:10.1017/s0020818300022736 · Cited by 425
The Handbook of Information and Computer Ethics
Himma, K. E. (2008) · Wiley eBooks · doi:10.1002/9780470281819 · Cited by 225
use of modern technologies by foreign language teachers: developing digital skills
Biletska, I. O., Paladieva, A. F., Avchinnikova, H. D., & Kazak, Y. Y. (2021) · Linguistics and Culture Review · doi:10.21744/lingcure.v5ns2.1327 · Cited by 147
The Handbook of information and computer ethics
(2008) · Choice Reviews Online · doi:10.5860/choice.46-0931 · Cited by 117
Supporting Informed Learners in the Twenty-first Century
Bruce, C. S., Hughes, H., & Somerville, M. M. (2012) · Library trends · doi:10.1353/lib.2012.0009 · Cited by 89
ISTE Standards for Educators: A Guide for Teachers and Other Professionals
Crompton, H. (2017) · ODU Digital Commons (Old Dominion University) · Cited by 64
(2013) · Cited by 50
United Nations Educational, Scientific, and Cultural Organization
McNeely, C. L. (2012) · The Wiley-Blackwell Encyclopedia of Globalization · doi:10.1002/9780470670590.wbeog928 · Cited by 49
Digital dilemmas: Values, ethics and information technology
Kernaghan, K. (2014) · Canadian Public Administration · doi:10.1111/capa.12069 · Cited by 35
The role of faculty autonomy in a course-integrated information literacy program
Graf, A. J. (2014) · Reference Services Review · doi:10.1108/rsr-07-2014-0020 · Cited by 24
Phan, T. C., Ngo, T. T., & Phan, T. M. (2020) · Journal of Technical Education and Training · doi:10.30880/jtet.2020.12.01.016 · Cited by 21
Huang, F. (2023) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-023-00797-z · Cited by 20
Çekerol, K., & ÖZEN, E. (2020) · Turkish Online Journal of Distance Education · doi:10.17718/tojde.770914 · Cited by 8
Pinto, M., Mariscal, D. C., Fernández-Pascual, R., Salvador, D. S., & Guerrero-Quesada, D. (2019) · Communications in computer and information science · doi:10.1007/978-3-030-13472-3_56 · Cited by 7
Hossain, M. M., & Hasan, R. A. (2023) · Studies in Linguistics Culture and FLT · doi:10.46687/nreo6623 · Cited by 3
Ye, L., Wei, Z., & Bao, Q. (2023) · Journal of Education Humanities and Social Sciences · doi:10.54097/ehss.v14i.8966 · Cited by 2
Chua, L. L. (2018) · University of Malaya Students Repository · Cited by 1
Research works printed but not linked: 4
- [2]2. Higher Education Teaching Guidance Committee of the Ministry of Education. (2020). College English Teaching Guidelines (2020 Edition). Higher Education Press, Beijing.
- [15]15. Miao, Y. N. (2023). A Study on the Current Status and Enhancement Strategies of Information International Journal of New Developments in Education ISSN 2663-8169 Vol. 6, Issue 3: 6-16, DOI: 10.25236/IJNDE.2024.060302 Published by Francis Academic Press, UK -16- Literacy among Vocational College Teachers in Shandong Province (Master's thesis). Shandong Normal University.
- [19]19. Ertmer P A, Ottenbreit-Leftwich A T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of research on Technology in Education, vol.42(3):255-284.
- [29]29. Koehler M, Mishra P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary issues in technology and teacher education, vol.9(1): 60-70. Retrieved from https://doi.org/10.1007/s40299-023-00797-z. · DOI
Cited by
Sorted by citations
Fan, X. (2025) · International Conference on Intelligent Computing and Knowledge Extraction (ICICKE) · doi:10.1109/icicke65317.2025.11136588
Metadata
- Authors
- <p>Lihao Wu<sup>1</sup>, A. L.
- Affiliations
- Wenzhou Medical University (CN)
- Corresponding author
- <p>Lihao Wu<sup>1</sup>, Aibin Lin<sup>2</sup>, Xiaomin Wang<sup>1</sup></p>
- Venue
- International Journal of New Developments in Education
- Publisher
- Francis Academic Press Ltd.
- Published
- 2024
- Volume
- 6
- Issue
- 3
- ISSN
- 2663-8169 (ISSN-L)
- OpenAlex
- W4392854291
- Semantic Scholar
- 0c629b0b132578df9156f04c5368b3380acd1792
- Cited by
- 2
- References
- 22
- Citations by year
- 2025: 1 · 2024: 1
- FWCI
- 2.39
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- International Journal of New Developments in Education (publishedVersion)
- Topics
- Social Sciences › Library and Information Sciences › Library Science and Information Literacy
- Social Sciences › Education › Digital literacy in education
- Health Sciences › Health Professions › General Health Professions › Health Literacy and Information Accessibility
- Keywords
- information literacy, foreign language teachers, higher education, information technology in language teaching, educational technology, information ethics, information security, teacher professional development, institutional support, digital era
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-09-28, under version 3 of the claim definition (prompt extract-v3).
A second model labelled each claim on 2026-09-28 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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