Abstract—Information literacy for teachers is the ability to
retrieve, analyze, store, use, disseminate, and create information
in the process of teaching. By analyzing the results of
questionnaires done by hundreds of primary and secondary
school Chinese teachers in southwestern China, we can conclude
that their information literacy and awareness are relatively
weak. Therefore, we suggest that information literacy of this
group can be improved by working on these three areas: 1) raise
Chinese teachers’ information awareness; 2) strengthen the
training of Chinese teachers; 3) strengthen the ability of
integrating information technology and Chinese course of
Index Terms—Chinese teachers, information literacy, information technology, primary and secondary schools.
Bing Wang is with the National Institute of Education, Nanyang Technological University, Singapore (e-mail: email@example.com).
Xiang-Hao Liu is with the Chinese People’s Armed Police Forces Academy, Langfang, China (e-mail: firstname.lastname@example.org).
Cite: Bing Wang and Xiang-Hao Liu, "Current Status and Strategy of Information Literacy of Chinese Teachers in Primary and Secondary Schools in Southwestern China," International Journal of Information and Education Technology vol. 7, no. 4, pp. 256-259, 2017.