In order to improve critical thinking, problem solving and decision making skills, it is required to be an effective information user. The effective use of information is possible by getting, using, organizing and delivering this information, in other words it is required to be information literate. For this purpose, it was aimed to investigate teacher candidates' information literacy levels and critical thinking tendencies. In this research, the data was collected through "California Critical Thinking Tendency Scale" which was translated into Turkish by Kökdemir (2003) and "Information Literacy Scale" which was developed by Adıgüzel (2011). California Critical Thinking Tendency Scale consist of six factors and 51 items and its internal consistency coefficient (alpha) was 0.88. Information Literacy Scale has a four-factor structure, and its Cronbach's alpha internal reliability coefficient was found as 0.928. The study group was composed of undergraduate students from Yildiz Technical University, Faculty of Education. During the research process, the collected data were analyzed by the SPSS program. The results of the study showed that information literacy scores vary depending on the grade level and the highest average was achieved by senior teacher candidates. Moreover, it was determined that critical thinking scores are significant predictor of information literacy scores. In addition, while it was found that junior teacher candidates have the highest critical thinking tendency scores, in general teacher candidates had moderate tendency and levels of critical thinking. According to gender, information literacy and critical thinking tendency scores of teacher candidates did not show difference.
Information literacy, Critical thinking, teacher cand