Information Literacy and Metacognitive Abilities of Teachers: Case of a South African Rural School

Mlindeni Celinhlalo Siyaya, Ademola Olumuyiwa Omotosho, Chinaza Uleanya, Bongani Thulani Gamede

Abstract


The objective of this qualitative study was to assess the information literacy and metacognitive abilities of teachers in a rural school in South Africa. Data were collected through semi-structured interviews. Due to COVID-19 safety considerations, primary data was acquired from 10 teachers via semi-structured telephonic interviews. All participants’ views were transcribed and analysed using thematic analysis to determine the similarities and differences in terms of their responses. The findings of the study amongst others revealed that despite the giant strides made by the South African government to digitize teaching and learning activities in schools, large proportion of rural teachers have phobia to use computer applications unassisted. Also, low self-evaluation, goal-setting and help-seeking/self-reflection were found to be metacognitive abilities which hamper their effective teaching skills via usability of ICT. The study concludes by recommending programmes such as cognitive development, emotional intelligence, computer-digital programming for all teachers in rural schools for optimal performance.

Keywords


Information Literacy, Meta-Cognitive Abilities, Rural School,Under-Resourced, ICT

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References


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DOI: https://doi.org/10.7575/aiac.ijels.v.10n.1p.173

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