Analysis of the relationship between the lifelong learning tendencies and information literacy skills of teacher candidates

The purpose of this study is to determine the relationship between the lifelong learning tendencies and information literacy skills of teacher candidates and to reveal the correlation between these two variables. The relational screening model was used for the study. The target population of this study are the students of 2016-2017 Academic Year freshman and senior students of the Faculty of Education (a total of 539 students), and the research sample of the study are the 410 volunteer participants studying at Bartın University Faculty of Education Departments of Science, Secondary Education Mathematics, Primary school Teaching, Social Sciences, and Turkish Teaching. As data collection tool two scales were used. The first scale was the "Lifelong Learning Tendency" scale which was developed by Coşkun (2009), and the second one was the "Scale of Information Literacy" developed by Adıgüzel (2011). The scales includes the gender, age, class level and department information of the research participant's. For the data analysis IBM SPSS-22,0 programme was used and some despcritive analysis were reached. In order to determine whether Lifelong learning tendencies and information literary skills of teacher candidates' differ from each other with respect to their gender class level, age and department t- test was used for the bivariate data. To analyze data that arises from more than two variables ANOVA was used. In order to analyze the correlation between the variables correlation technique was used. It has been concluded that teacher candidates: - Life long learning tendencies and information literacy skills are at medium level. - Gender differences doesn't make a significant difference in life long learning tendencies and sub dimensions. - Life long learning tendencies differ substatially from each other as regards to their class level. As for the sub-dimensions, it has been concluded that class level is a significant variant in respect to perseverance and lack of self regulated learning. - Tendencies in life long learning differ significantly from each other in terms of age. In sub dimensions it has been concluded that age is an effective variable in terms of Perseverance. - Life long learning tendencies doesn't differ significantly in respect to their departments. In sub dimensions, however, department variable is an effective variable on all sub dimensions apart from Motivation. - Gender and age doesn't make a significant change as for informations literacy skills and its sub dimensions. - Class levels does not make sginificant difference as for Information literacy skills. It has been concluded that as for the sub dimensions class level is a significant variable in terms of Use of knowledge. - Department is a significant variable in terms of information literary skills and all sub dimensions. - Life long learning tendencies and information literacy skills have a low degrees of negative low degrees of correlation. - Information literacy skills have a medıum level of correlation with the dimension of Motivation and Perseverance. Key words: Lifelong learning, The skills of lifelong learning, Literacy, Information literacy, The skills of information literacy.