Relationship between Lifelong Learning Levels and Information Literacy Skills in Teacher Candidates

This study aims to examine the relationship between lifelong learning levels and information literacy skills in teacher candidates. The research group consists of 127 physical education and sports teacher candidates. Data were collected by means of “Lifelong Learning Scale (LLL)” and "Information Literacy Scale". In the data analysis, “mean, standard deviation and Product-Moment Correlation coefficients” were used. As a result of the study, it has been observed that participant student’ LLL levels are above the average. Sub-dimensions of LLL levels have been analyzed, it shows that participant student’ curiosity, perseverance, motivation and self-regulation subscale scores, were slightly above the mean score of the scale. Another result obtained from this research is that students’ information literacy trends are also quite high. It shows that students' “defining information needs” “access to information” “use of information” and “ethical and legal settings in use of information” subscale average scores is the high level. According the results of the analysis, there is a significant relationship between students’ information literacy skills and LLL levels. This relationship is positive and at moderate level. Thus, it is understood that when students' information literacy skills increase their attitudes toward LLL will also increase in parallel at moderate level.