Abstract

The purpose of this study is to determine the correlations between prospective teachers’ lifelong learning tendencies and their information literacy self-efficacy. It is also to find out if such properties differed significantly in terms of gender, grade, computer usage skills, achievement perception, and willingness to pursue an academic career and workplace belief in achievement. Participants in this study were 200 prospective teachers from Hacettepe University, Faculty of Education in Ankara, Turkey. Data were gathered through Lifelong Learning Tendencies and Information Literacy Self-efficacy Scales. The findings revealed that prospective teachers’ lifelong learning tendencies and their information literacy self-efficacy were quite high. Their lifelong learning tendencies did not differ in terms of their computer usage skills whereas a significant difference was found in terms of their gender, grade, achievement perception, willingness to pursue an academic career and achievement in workplace. No differences were found in the prospective teachers’ information literacy self-efficacy in terms of gender and grade; however, significant differences were found in terms of computer usage skills, achievement perception, willingness to pursue an academic career and belief in achievement in workplace. A moderate but significant positive correlation was found between their lifelong learning tendencies and information literacy self-efficacy.

Key words: Lifelong learning, lifelong learning tendency, information literacy, information literacy self-efficacy, prospective teacher.