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ge English teaching. This can be a full embodiment of the connotationof College English Curriculum Requirements advocated in 2007. They must becomefamiliar with a variety of learning tools, both print-based and electronic, and they mustlearn to encourage their students to move beyond the textbook when seekinginformation and solving problems (Hancock, 1993). According to Rao (2002), teachers’roles will be transferred to curriculum designer, positive researchers, professionaldeveloper, and ability detonator. They were named from ‘explainers’ and ‘organizers’ ofthe class to ‘participants’ and ‘communicators’ with their students (Xia, 2002; Li, 2003).This is an extremely pivotal transformation in second language teaching. Teachers’ newrole is an incentive for integration of information technology into curriculum.

Chapter TwoLITERATURE REVIEW

Literature review is the foundation of thesis and can help people make a clearunderstanding the whole thesis. Therefore, the researcher will review literature relatedto the present study. Four main parts will be presented in this chapter. Firstly, theevolution and development of information literacy will be discussed in first part. Thesecond section goes on with the details of integration of information technology incurriculum. The third part traces the empirical studies on teachers’ information literacyand their integration of information technology in curriculum. The last section serves asthe conclusion of literature.

2.1 Information Literacy
Zurkowski (1974) first mentioned the term “information literacy”. Until now, thereexists a plenty of research on information literacy. In this section, the researcher willdepict the definition, importance and standards of information literacy and relatedstudies on teachers’ information literacy.

2.1.1 Evolution of the concept of information literacy
Last part of twentieth century saw significant advances in information literacy. Theunderstanding of information literacy varies from person to person. Zurkowski, thepresident of the Information Industry Association (IIA), coined the term “informationliteracy”. Zurkowski (1974) held the view that information literates are those who canincorporate information materials during the process of their work; and informationliterates are educated and trained to be equipped with skills of information, so as to usethe resources and techniques of information to solve the problems in real word. (1974, p.6). And Burchinall noted that “To be information literate requires a new set of skills,including ways of finding information and application of useful information to find theeffective solutions to solve problems and difficulties” (1976, p. 11). Eugene proposedthe notion that an information literate individual is one who “knows the techniques and skills for using information tools in molding solutions to problems” (1979, p. 210). Atthe beginning phase, information literacy mainly focused on using skills and techniquesto solve problems.

Chapter Three METHODOLOGY.......... 38-44
    3.1 Participants......... 38
    3.2 Instruments .........38-40
        3.2.1 Demographic survey .........39
        3.2.2 Information literacy scale......... 39
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