Information Literacy in Teacher Training: A Systematic Literature Review

dc.contributor.author	Barbosa-Chacón, Jorge Winston
dc.contributor.author	Martínez-Líbano, Jonathan
dc.contributor.author	Mendoza Lira, Michelle
dc.date.accessioned	2025-04-15T15:16:20Z
dc.date.available	2025-04-15T15:16:20Z
dc.date.issued	0025
dc.description	INDEXACION SCOPUS
dc.description.abstract	The development of information literacy, referring to access, evaluation and use of information, has a significant role in teacher training. In this respect, we share a study whose objective was to analyze aspects of the ‘what’ and ‘how’ of information literacy research in teacher training, a challenge undertaken from a 2013-2023 systematic review of 24 Scopus and Web of Science articles. The results reveal the prevalence of the quantitative approach. Also, research objectives were framed into four study axes: evaluation, training, the relationship with other competencies, and other actors. © 2025, Universidad Nacional Autonoma de Mexico. All rights reserved.
dc.identifier.doi	10.22201/iibi.24488321xe.2025.102.58946
dc.identifier.issn	0187358X
dc.identifier.uri	https://repositorio.unab.cl/handle/ria/64194
dc.language.iso	en
dc.publisher	Universidad Nacional Autonoma de Mexico
dc.subject	Higher Education; Information Literacy; Teacher Training
dc.title	Information Literacy in Teacher Training: A Systematic Literature Review
dc.title.alternative	[Competencias informacionales en la formación inicial docente: una revisión sistemática de la literatura]
dc.type	Artículo

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