Research on the Composition and Development Pathways of English Teachers' Information Literacy in the Context of Digital Transformation

Abstract

The digital transformation in the field of education is profoundly reshaping the structure and form of English language teaching, presenting new requirements for teachers' professional competence. This study aims to systematically explore the compositional dimensions and development pathways of English teachers' information literacy against the backdrop of digital transformation. First, the paper theoretically elucidates the structural impact of the digital educational ecosystem on English language teaching, reconstructs the professional connotation of information literacy within the context of language pedagogy, and analyzes the inherent mechanism for the deep integration of English subject characteristics and information technology. Second, the research constructs a framework for English teachers' information literacy, which comprises three key dimensions: the capacity for critical evaluation and adaptive integration of digital teaching resources, the ability for technological interaction design and learning environment construction in language teaching scenarios, and the competence in data awareness and the diagnosis and refinement of learning processes. Finally, the study indicates that its development results from the interplay between individual cognitive evolution and collaborative professional learning mechanisms. It follows a phased progression from experimentation and application to integrative innovation and relies on the continuous guidance of a structured, reflective growth framework oriented toward digital subject-specific teaching. This research provides a systematic theoretical perspective and analytical pathway for understanding and promoting the professional development of English teachers in the digital age.