This paper offers a bibliometric analysis of the scientific production on Mobile Information Literacy (m-IL) in Higher Education published between 2006 and 2017, taking into account papers covered by
The thematic evolution of research on Mobile Information Literacy (MoIL) between 2006 and 2019 in the field of Information Literacy, learning and mobile technologies is analysed in an international context. For this purpose, the relevant bibliographic references from five databases (ERIC, LISA, LISTA, Scopus and WOS) were retrieved. To systematize the keywords, high dimensionality is reduced by means of a term-based process. Fields, topics, sub-topics and top terms are defined. The main top-terms and their relationships are analysed applying the fractional counting methodology using VOSViewer software. Fifteen major themes were set, which were grouped into six clusters to identify the main thematic trends during the period under review: IL & e-learning, Mobile devices & competencies, Ethics, Library & e-resources, Educational technology and Technological environment. The convergence of IL and elearning, the growth of e-literacy, the increasing relationship between mobile devices and information competencies, as well as that of libraries and e-resources, are thus detected. In conclusion, there is evidence of a growing interdisciplinarity in the scientific publications on Mobile Information Literacy, which interrelates the studies of information and digital literacy with e-learning and mobile technologies.
The basic aim of this paper is to outline the process of designing and validating an instrument for measuring teachers’ perceptions regarding the importance of using mobile technologies in the teaching-learning of information competencies (MOBILE-APP). Validation was carried out by administering the instrument to a pilot group of teachers, all of whom were experts in new technologies selected from the Information and Communication, Business and Education degrees, together with a rubric to analyse the quality and relevance of the content, as well as the wording of the items. Quantitative and qualitative methodologies were combined (statistical and descriptive analyses). The results from the quantitative-qualitative analysis of the evaluation rubric and the psychometric analysis of the items show the strengths of the questionnaire and the possible improvements that could be made to optimise it, which were focused on small adjustments to some of the categories and the reordering of several items. The quantitative analysis shows a high degree of internal consistency, thus ensuring the usefulness and applicability of the instrument for evaluating teachers’ perceptions regarding the use of mobile technologies in the teaching-learning of information competencies. The validity and reliability of the instrument mean that it can be transferred to other academic settings as a platform for future diagnostic studies that allow advances to be made in teaching innovation using mobile technologies, while at the same time permitting it to be reviewed and updated. The innovative element of the MOBILE-APP questionnaire lies in the interrelation between the mode of learning (mobile learning) and the information literacy competencies.
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