Identifying and Analyzing the Factors Influencing Information Literacy Education in Virtual Spaces (Case Study: Second-Level SAMA Secondary Schools in Tehran)
Keywords:
Information literacy, information literacy education, cyberspace, Sama schoolsAbstract
The primary objective of this study was to identify and analyze the dimensions, components, and indicators influencing information literacy education in virtual environments among second-level SAMA secondary schools in Tehran. This qualitative study utilized thematic analysis. Data were collected through semi-structured interviews with 14 experts, teachers, and school administrators selected via purposive sampling. Interviews were analyzed using MAXQDA software. Data trustworthiness was ensured through peer validation, participant feedback, triangulation, and prolonged engagement. Results revealed nine key dimensions for teaching information literacy in virtual environments: technological capabilities, content and information sources, search strategies, critical thinking and analytical skills, ethical and security issues, support and evaluation, emerging technologies, self-regulated learning, and social collaboration. A total of 28 components and 81 indicators were identified. Emerging technologies were perceived as the most influential factor by the majority of participants. Effective information literacy instruction in virtual spaces requires a multidimensional approach that incorporates emerging technologies, fosters critical thinking, promotes social engagement, and aligns with local educational needs. Success hinges on active stakeholder involvement and investment in supportive infrastructure and training.
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