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
This paper aims at reflecting on the process of developing and validating a scale for measuring the students’ attitudes and perceptions regarding the use of mobile technologies in the teaching-learning of information competencies (MOBILE-APPS). Validation was carried out by administering the questionnaire to a pilot group of students, selected from Education degree, with a rubric to analyse the quality/coherence, clarity and usefulness of the content. The questionnaire was then piloted with a larger sample of students. To analyse the tool’s reliability and internal validity, scale validation techniques and exploratory factorial analysis were used. The resulting questionnaire, MOBILE-APPS, is a simple yet effective scale for collecting information. It can be applied in a number of university settings and degrees to ascertain student attitudes and perceptions of mobile information literacy.
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.
Gender is a sociological variable that needs further attention in information literacy studies. This study uses a multidimensional subjective-objective approach to examine the gender differences in the information literacy learning process in a sample of students from different social sciences degree courses at five Spanish universities. Surveys are used to measure the belief in importance (BI) and self-efficacy (SE) they assign to a series of basic information competencies, grouped into the categories of searching, evaluation, processing and communication-dissemination, as well as the levels of knowledge (KN) they have about them. Non-parametric methods and factor analysis are used to evaluate the gender similarities and differences. Latent structures show no relevant differences by gender in perceptions (BI and SE), but different patterns are found in knowledge (KN) regarding the acquisition of the key information competencies. To overcome possible stereotypes and contribute to the construction of an all-inclusive perspective that fosters an awareness of the value of equality, it is necessary to incorporate the gender perspective in information and knowledge management studies. There is still little research in this field, and this study opens some paths for further works.
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