@article{burchard_early_nodate,
	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 = {Burchard, Melinda S. and Myers, Sarah K.},
}

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