Análisis sobre la productividad en torno a la alfabetización informacional en la etapa de Educación Superior

Gerardo  Gómez García; Francisco Javier  Hinojo Lucena; Inmaculada  Aznar Díaz; José María  Romero Rodríguez

doi:10.35699/1983-3652.2021.33694

Authors

Gerardo Gómez García Universidad de Granada, Facultad de Ciencias de la Educación, Departamento de Didáctica y Organización Escolar, Granada, Andalucía, España https://orcid.org/0000-0002-1123-5572
Francisco Javier Hinojo Lucena Universidad de Granada, Facultad de Ciencias de la Educación, Departamento de Didáctica y Organización Escolar, Granada, Andalucía, España https://orcid.org/0000-0002-9507-4058
Inmaculada Aznar Díaz Universidad de Granada, Facultad de Ciencias de la Educación, Departamento de Didáctica y Organización Escolar, Granada, Andalucía, España https://orcid.org/0000-0002-0018-1150
José María Romero Rodríguez Universidad de Granada, Facultad de Ciencias de la Educación, Departamento de Didáctica y Organización Escolar, Granada, Andalucía, España https://orcid.org/0000-0002-9284-8919

DOI:

https://doi.org/10.35699/1983-3652.2021.33694

Keywords:

Information literacy, ICT, Information competence, Higher education, Bibliometrics

Abstract

Today, the amount of information coming from the digital network has proliferated exponentially, due to the advent of information and communication technologies (ICT). As a result, the need to promote training in information competences is an educational challenge in the face of current disinformation phenomena such as fake news. Therefore, this paper analyses the evolution of information literacy productivity in higher education from an international context. For this purpose, different bibliometric indicators werw used to systematize the information from the Web of Sciences and Scopus databases. The results showed that information literacy productivity is in a growth phase, with different authors and institutions from different parts of the world publishing on this topic. The study showed that the main line of publication turns towards the analysis of perceptions of this competence in university students and the study of the immersion of this compendium of skills in the curricular plans, as well as the configuration of instruments of a different nature that allows analyzing exactly this set of skills. Such results, therefore, suggest the need for keeping the inclusion of this skill set in the globality of higher education disciplines.

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