This study aims to explore the current status of information literacy of Chinese EFL teachers in universities as well as its differences. Through a questionnaire on the competency of Chinese EFL teachers in information acquisition, evaluation, utilization, and creation, 334 valid responses were collected. The results indicate that Chinese EFL teachers are highly aware of the acquisition and management of information technology, but not good enough on information collaboration and information interaction. There are significant differences in information literacy by gender, years of work experience, positions, and academic degrees. Ineffective training and guidance as well as a shortage of learning resources, are the main factors. Therefore, needs-oriental training, diverse learning resources, and practical platforms are essential to promote teachers’ information literacy.
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