Abstract
The Information Literacy profile of a randomly selected sample of students in Social Sciences from three Spanish universities is analysed, on the base of a mixed assessment model, both subjective-objective, and centred on perceptions and evidences. The measurement tool, based on the IL-HUMASS survey, includes twenty six variables (competences) and three scales: one is based on subjective perceptions (deployed in both motivation and self-efficacy), and the other two point out at objective evidences regarding individuals’ knowledge (to know) and skill (know-how). Competencies are clustered in four categories (search, evaluation, processing, communication & dissemination). The application of the structural equation model (SEM) which combines multiple regression and confirmatory factor analysis techniques, provides knowledge of the relationships among the four sets of categories. Results show a strong correlation between the pairs of categories search-evaluation and evaluation-communication with regard to the attitudinal scales (motivation and self-efficacy). As a consequence, further research is needed.
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Pinto, M., Fernández-Pascual, R. (2014). Information Literacy Competencies among Social Sciences Undergraduates: A Case Study Using Structural Equation Model. In: Kurbanoğlu, S., Špiranec, S., Grassian, E., Mizrachi, D., Catts, R. (eds) Information Literacy. Lifelong Learning and Digital Citizenship in the 21st Century. ECIL 2014. Communications in Computer and Information Science, vol 492. Springer, Cham. https://doi.org/10.1007/978-3-319-14136-7_39
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DOI: https://doi.org/10.1007/978-3-319-14136-7_39
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