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Despite the numerous benefits of media & information literacy for students in today’s digital society, the lack of teacher preparation in teaching media and information literacy skills suggests a gap between the societal rationale for students becoming media literate and the sustainable preparation of teachers. The purpose of this exploratory study was to explore the factors and beliefs underlying preservice teachers’ intention to teach media and information literacy in their future classroom according to the theory of planned behavior. Findings suggest that although preservice teachers’ have positive attitudes towards media and information literacy as an essential skill for students, they do not feel that it is highlighted in their teacher education program and many do not see other stakeholders including faculty, school administrators and parents as encouraging it. Instructor modeling of media and information literacy may be needed to help preservice teachers develop confidence in integrating it into their future work.

What Do Preservice Teachers Think about Teaching Media Literacy?: An Exploratory Study Using the Theory of Planned Behavior