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It is known that different studies are carried out for information literacy standards. In the first step of this study, information literacy standards; which were published by Association of College and Research Libraries (ACRL), was examined chronogically. These standards are “Information Literacy Standards for Higher Education”, “Framework for Information Literacy for Higher Education” and “Information Literacy Standards for Teacher Education” respectively. The qualifications required for an appropriate person for information literacy are generally defined according to these standards. Then, in the related literature of information literacy studies which are conducted on teacher, teacher candidates and undergraduate students were examined. This study was carried out in Cankiri Karatekin University in 2016-2017 academic period with the teacher candidates who were in the position of being graduated from different sciences, 106 teacher candidates. Different questions about information literacy were directed to those 106 student and answers received. A qualitative analysis study was carried out by evaluating the answers that received. NVIVO programme was used to analyse the answers. The answers of the teacher candidates were evaluated according to the qualifications determined in the examined standards. As a result, it is seen that teacher candidates are able to define the qualifications of aperson, who is defined as an information literature, are defined as with general terms however they suffer difficulties in details.Extended English summary is in the end of Full Text PDF (TURKISH) file. OzetBilgi okuryazarligi standartlarina yonelik olarak farkli calismalarin yapildigi bilinmektedir. Bu calismada ilk olarak, Amerika Universite ve Arastirma Kutuphaneleri Dernegi (ACRL: Association of College and Research Libraries) tarafindan yayimlanan “Yuksek Ogretimde Bilgi Okuryazarligi Yetkinlik Standartlari”, “Ogretmen Egitimi icin Bilgi Okuryazarligi Standartlari” ve “Yuksekogretim Icin Bilgi Okuryazarligi Cercevesi” dokumanlari kronolojik olarak degerlendirilmis ve bilgi okuryazari olarak tanimlanan bir bireyde olmasi gereken nitelikler genel olarak tanimlanmistir. Calismanin sonraki asamasinda; ilgili literaturde, ogretmen, ogretmen adayi ve lisans ogrencileri uzerine yurutulen bilgi okuryazarligi calismalari incelenmistir. Arastirmanin son bolumunde; 2016-2017 akademik doneminde, Cankiri Karatekin Universitesinde, Formasyon egitimi alan fen ve sosyal bilimler alanlarindan 106 ogretmen adayina bilgi okuryazarligi ile ilgili farkli sorularin yoneltilmesi ve alinan yanitlarin nitel olarak degerlendirilmesini iceren uygulama calismasina yer verilmistir. Degerlendirme asamasinda, NVIVO 12 programi kullanilmis, alinan yanitlar derinlemesine analiz edilmistir. Ogretmen adaylarindan alinan yanitlar, incelenen standartlarda belirlenen nitelikler dogrultusunda degerlendirilmistir. Sonuc olarak ogretmen adaylarinin genel ifadeler ile bilgi okuryazari bir bireyde olmasi gereken nitelikleri tanimladiklari ancak detaylarda zorlandiklari dikkat cekmistir.

journal of human sciences

Information literacy views of the teacher candidates registered to pedagogical formation certificate program on &lt;p&gt;Pedagojik formasyon sertifika programına kayıtlı öğretmen adaylarının bilgi okuryazarlığına ilişkin görüşleri