{"_id":"7eMtimvLxQkN8ChqC","bibbaseid":"burchard-myers-earlyinformationliteracyexperiencematterstoselfefficacyandperformanceoutcomesinteachereducation","author_short":["Burchard, M. S.","Myers, S. K."],"bibdata":{"bibtype":"article","type":"article","title":"Early Information Literacy Experience Matters to Self-Efficacy and Performance Outcomes in Teacher Education","url":"https://www.tandfonline.com/doi/full/10.1080/10790195.2019.1582372?af=R","doi":"10/gg44g9","abstract":"A teacher educator and college librarian collaboratively designed and taught teacher education workshops about finding and evaluating what works in teaching. This study investigated interactions of self-efficacy for information literacy, self-efficacy for solving problems with evidence-based practices, skills of searching for and citing sources, verbalized reasoning, and writing about evidence-based teaching practices. Students completed pre- and postsurveys, recorded screencasts while researching, and submitted papers regarding the effectiveness of one teaching practice. Students made significant self-efficacy gains in response to training. Furthermore, results demonstrated that early experience with information literacy and the self-efficacy that develops is a strong predictor of self-efficacy and performance later in the discipline-specific task to find, evaluate, and write about evidence-based teaching practices.","journal":"Journal of College Reading and Learning","author":[{"propositions":[],"lastnames":["Burchard"],"firstnames":["Melinda","S."],"suffixes":[]},{"propositions":[],"lastnames":["Myers"],"firstnames":["Sarah","K."],"suffixes":[]}],"bibtex":"@article{burchard_early_nodate,\n\ttitle = {Early {Information} {Literacy} {Experience} {Matters} to {Self}-{Efficacy} and {Performance} {Outcomes} in {Teacher} {Education}},\n\turl = {https://www.tandfonline.com/doi/full/10.1080/10790195.2019.1582372?af=R},\n\tdoi = {10/gg44g9},\n\tabstract = {A teacher educator and college librarian collaboratively designed and taught teacher education workshops about finding and evaluating what works in teaching. This study investigated interactions of self-efficacy for information literacy, self-efficacy for solving problems with evidence-based practices, skills of searching for and citing sources, verbalized reasoning, and writing about evidence-based teaching practices. Students completed pre- and postsurveys, recorded screencasts while researching, and submitted papers regarding the effectiveness of one teaching practice. Students made significant self-efficacy gains in response to training. Furthermore, results demonstrated that early experience with information literacy and the self-efficacy that develops is a strong predictor of self-efficacy and performance later in the discipline-specific task to find, evaluate, and write about evidence-based teaching practices.},\n\tjournal = {Journal of College Reading and Learning},\n\tauthor = {Burchard, Melinda S. and Myers, Sarah K.},\n}\n\n\n\n","author_short":["Burchard, M. S.","Myers, S. K."],"key":"burchard_early_nodate","id":"burchard_early_nodate","bibbaseid":"burchard-myers-earlyinformationliteracyexperiencematterstoselfefficacyandperformanceoutcomesinteachereducation","role":"author","urls":{"Paper":"https://www.tandfonline.com/doi/full/10.1080/10790195.2019.1582372?af=R"},"metadata":{"authorlinks":{}},"html":""},"bibtype":"article","biburl":"https://bibbase.org/zotero/MichelotFlorent","dataSources":["FYDkaYvXGKXpPbdLN"],"keywords":[],"search_terms":["early","information","literacy","experience","matters","self","efficacy","performance","outcomes","teacher","education","burchard","myers"],"title":"Early Information Literacy Experience Matters to Self-Efficacy and Performance Outcomes in Teacher Education","year":null}