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Abstract

Despite the numerous benefits of media & information literacy for students in today’s digital society, the lack of teacher preparation in teaching media & information literacy skills suggests that the societal rationale for students becoming media literate and the sustainable preparation of teachers in that area may differ. The purpose of this exploratory study was to explore the factors and beliefs underlying preservice teachers’ intention to teach media & information literacy in their future classroom according to the Theory of Planned Behavior. Findings suggest that preservice teachers’ have positive attitudes towards media & information literacy as an essential skill for students, yet do not feel that it is highlighted in their teacher education program, and that they would benefit from learning about media literacy pedagogies from faculty and instructors. We provide recommendations for teacher educators and researchers to improve preservice teacher’s intention to teach media & information literacy in their future classroom.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

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