ASSESSING THE ROLE OF INFORMATION LITERACY IN ENHANCING TEACHING EFFECTIVENESS IN ODISHA ADARSHA VIDYALAYA SANGATHAN SCHOOLSIN INDIA

Abstract

This study examines the significance of information literacy (IL) of teachers in improving teaching effectiveness within Odisha Adarsha Vidyalaya Sangathan (OAVS) schools focusing on how teachers can leverage IL skills to improve pedagogy, student engagement, learning outcomes and to transcend the urban-rural divide.A mixed-methods approach was employed, combining quantitative surveys of OAVS teachers and qualitative interviews with school administrators. Data were analyzed to assess teachers' IL competencies, challenges in implementation, and the perceived impact of IL on instructional quality.The study reveals thatInformation-literate teachers demonstrate improved lesson planning, resource utilization, and critical thinking facilitation.Barriers such as limited digital infrastructure, inadequate training, linguistic diversity and resistance to technology hinder IL integration.Schools with structured IL programs report higher student engagement and better academic performance.The findings suggest that OAVS schools shouldIntegrate IL training into teacher professional development.Invest in digital resources and infrastructure.Develop an IL-focused curriculum to foster 21st-century skills.This study contributes to the limited research on IL in rural Indian school systems, offering actionable insights for policymakers and educators to strengthen teaching effectiveness in OAVS schools through targeted IL interventions.