Pre-service teachers face challenges in acquiring the necessary skills to teach information literacy

The gap

Evidence profile

Sourced from the stated challenges and recommendations of the source papers, classified as general, drawn from work published between 2024 and 2026, spanning 4 journals. Those papers have been cited 43 times in total.

Supporting evidence — 4 representative gaps

• Information literacy in the digital age: information sources, evaluation strategies, and perceived teaching competences of pre-service teachers (2024) · Frontiers in Psychology · cited 43× · doi

  Pre-service teachers face challenges in acquiring the necessary skills to teach information literacy. The study highlights the need for educators to have a profound knowledge of information literacy and to be able to organize this knowledge in a way that makes it easier to retrieve and apply. The research identifies the lack of competence and confidence among teachers as a significant challenge in incorporating or teaching new content.

  generalstated challengesevidence 5/5
  Keywords: pre-service teachers face challenges acquiring necessary skills teach
• Digital Reading Attitudes and Self-Efficacy Levels of Prospective Classroom Teachers (2026) · İnsan ve Sosyal Bilimler Dergisi · doi

  The study's findings indicate that digital reading should be addressed in teacher education programs in a more planned, practice-oriented manner. In this regard, pre-service teachers should be provided with digital reading experiences starting from the early years of their undergraduate education. Course content should include more practices related to digital library use, database searching, e-book reading, evaluation of academic sources, and critical analysis of digital texts. In addition, practical activities should be designed to support pre- service teachers who perceive themselves as less competent in using technology. The study found that willingness to use technology in teaching activities was associated with both digital reading attitudes and digital reading self-efficacy. Therefore, digital reading skills should not be limited to individual academic reading processes but should also be connected with classroom teaching practices. Pre-service teachers should be supported in selecting, evaluating, and effectively using digital texts in their teaching. Future studies may examine these processes in greater depth through qualitative methods such as interviews, observations, and classroom- based practices. *Use of Artificial Intelligence: Artificial intelligence tools, including DeepL Translator, Grammarly, and ChatGPT 5.0, were used to support the English translation, language editing, and proofreading processes. 108 Journal of Human and Social Sciences (JOHASS), 2026, 9(1), 76-114.

  generalrecommendationsevidence 5/5
  Keywords: digital reading service teachers practices teaching processes education academic texts activities support using technology classroom
• The Synergistic Effects of ICT and Gamification on Reading Literacy in Primary Education (2026) · Majesty Journal · doi

  and the use of policymakers technology students' literacy skills from an early age. The carefully designed integration of digital technology and gamification elements is anticipated to not only improve students' reading skills but also foster long-term, sustainable in the learning motivation elementary education environment. students' motivation reading for to optimize in schools, strengthening is expected educators in METHODOLOGY 2.1 Research Design This research utilized a mixed- method approach, integrating quantitative and qualitative designs to comprehensively examine the impact of Information and

  generalrecommendationsevidence 5/5
  Keywords: students technology skills reading motivation policymakers literacy early carefully designed integration digital gamification elements anticipated
• Fostering Autonomous English Learning via Digital Platforms in Higher Education Settings (2026) · International Journal of Language and Literary Studies · doi

  Based on the findings, several practical recommendations can be proposed to improve digital and autonomous English learning: 1- Digital literacy should be integrated into English-language curricula to help students develop the skills needed to use online tools effectively. 2- Professors should receive training on how to support learner autonomy through digital pedagogy, including how to guide students in using platforms in a structured way. 3- Universities should provide stronger institutional support, such as digital learning centers or workshops, to assist students in their learning. 4- Students should be encouraged to use digital platforms more strategically, for example by setting learning goals, monitoring their progress, and selecting appropriate resources.

  generalrecommendationsevidence 5/5
  Keywords: digital learning students english support platforms based several practical recommendations proposed improve autonomous literacy integrated

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