In the digital era, information technology empowers foreign language teaching. Teachers' information literacy refers to their ability to screen, process, internalize, apply, and transmit all kinds of knowledge and information, including data literacy, belief literacy, and application literacy, which have both technical and humanistic significance. Challenges include low-tech applications in languages, incomplete training systems, marginalized relationships, uneven regional investment, and unclear evaluation standards. To advance, focus should be placed on belief systems, knowledge, application practices, and habits to transcend technology to humanities. This involves reinforcing policy guidance, fostering a research community, driving information integration, ensuring equal resource distribution, enhancing disciplinary- technological integration, and improving online educational norms.
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Тинтин Ли (2024) studied this question.
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