This paper examines students' self-assessment of their information literacy, presenting a study involving 1,575 social science students at five Spanish universities. Data were collected and analyzed through a validated instrument that measures the variables of (1) the students' belief in the importance of information literacy skills; (2) self-efficacy, the students' faith in their ability to master those skills; and (3) the students' main source of learning information competencies. The groups of competencies studied were information search, information evaluation, information processing, and information communication. The results reveal an overall low perceived selfefficacy and provide a clear overview of the current state of information literacy among social science students in Spain.

Revista:Scientometrics, (2014) Abstract This paper draws on the findings from previous research work to present the UNIWEEES tool, designed to evaluate the quality of university websites that provide information about the European Higher Education Area (EHEA), already a reality, and the way they disseminate this information. This tool includes seven criteria (visibility, authority, updatedness, accessibility, dissemination of information, quality assessment, and navigability), further divided into 29 subcriteria that include 60 indicators. A peer-to-peer expert unified evaluation methodology was followed. Findings are presented here, focusing on the strengths and weaknesses of the information provided about the EHEA by the websites of Spanish universities and their dissemination strategies, in particular through their evolution along the last 5 years. Conclusions highlight a number of best practices identified and provide some guidelines to improve the evaluated aspects and dimensions, thus strengthening the role played by the university websites as quality information sources for the scholar community and the society.

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Abstract. We describe the process of designing and applying four web-based tools that assess information competences, focused on Social Science students at Spanish universities. We draw on our previous experience in developing web resources, tests and tutorials for learning information skills (E-coms, Alfamedia, Alfineees, Infolitrans, IL-HUMASS). The toolkit includes: 1) a corpus of texts with a controlled degree of difficulty to be used by students when acquiring the required competences; 2) the IL-HUMASS questionnaire, which measures students' attitudes and perceptions on the importance and self-effectiveness of information competences; 3) a knowledge test, organised in four categories (information search, evaluation, processing, and communication-dissemination); and 4) assessment rubrics, designed to prove students' know-how by fulfilling a set of objective tasks. The combined application of these instruments to a sample of students of Social Science degrees allowed us to confirm the internal validity and reliability of our tools.

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