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Viewing and exploring the subject area of information literacy assessment in higher education (2000–2011)

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  • María Pinto

    (Universidad de Granada)

Abstract

This pioneering approach to the subject area of Information Literacy Assessment in Higher Education (ILAHE) aims at gaining further knowledge about its scope from a terminological-spatial perspective and also at weighting and categorizing relevant terms on the basis of levels of similarity. From a retrospective and selective search, the bibliographic references of scientific literature on ILAHE were obtained from the most representative databases (LISA, ERIC and WOS), comprising the period 2000–2011 and restricting results to English language. Keywords in titles, descriptors and abstracts of the selected items were labelled and extracted with Atlas.ti software. The main research topics in this field were determined through a co-words analysis and graphically represented by the software VOSviewer. The results showed two areas of different density and five clusters that involved the following issues: evaluation-education, assessment, students-efficacy, learning-research, and library. This method has facilitated the identification of the main research topics about ILAHE and their degree of proximity and overlapping.

Suggested Citation

  • María Pinto, 2015. "Viewing and exploring the subject area of information literacy assessment in higher education (2000–2011)," Scientometrics, Springer;Akadémiai Kiadó, vol. 102(1), pages 227-245, January.
    • Handle: RePEc:spr:scient:v:102:y:2015:i:1:d:10.1007_s11192-014-1440-2
    DOI: 10.1007/s11192-014-1440-2
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    References listed on IDEAS

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    1. María Pinto & María Isabel Escalona-Fernández & Antonio Pulgarín, 2013. "Information literacy in social sciences and health sciences: a bibliometric study (1974–2011)," Scientometrics, Springer;Akadémiai Kiadó, vol. 95(3), pages 1071-1094, June.
    2. Nees Jan Eck & Ludo Waltman, 2010. "Software survey: VOSviewer, a computer program for bibliometric mapping," Scientometrics, Springer;Akadémiai Kiadó, vol. 84(2), pages 523-538, August.
    3. Megan Oakleaf, 2009. "Using rubrics to assess information literacy: An examination of methodology and interrater reliability," Journal of the American Society for Information Science and Technology, Association for Information Science & Technology, vol. 60(5), pages 969-983, May.
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    Cited by:

    1. María Pinto & Rosaura Fernández-Pascual & David Caballero-Mariscal & Dora Sales & David Guerrero & Alejandro Uribe, 2019. "Scientific production on mobile information literacy in higher education: a bibliometric analysis (2006–2017)," Scientometrics, Springer;Akadémiai Kiadó, vol. 120(1), pages 57-85, July.
    2. María Pinto & Rosaura Fernández-Pascual & David Caballero-Mariscal & Dora Sales, 2020. "Information literacy trends in higher education (2006–2019): visualizing the emerging field of mobile information literacy," Scientometrics, Springer;Akadémiai Kiadó, vol. 124(2), pages 1479-1510, August.
    3. Xinxin Wang & Zeshui Xu & Yong Qin, 2022. "Structure, trend and prospect of operational research: a scientific analysis for publications from 1952 to 2020 included in Web of Science database," Fuzzy Optimization and Decision Making, Springer, vol. 21(4), pages 649-672, December.
    4. Yating Li & Ye Chen & Qiyu Wang, 2021. "Evolution and diffusion of information literacy topics," Scientometrics, Springer;Akadémiai Kiadó, vol. 126(5), pages 4195-4224, May.
    5. Nicholas V. Olijnyk, 2015. "A quantitative examination of the intellectual profile and evolution of information security from 1965 to 2015," Scientometrics, Springer;Akadémiai Kiadó, vol. 105(2), pages 883-904, November.
    6. Hao Wang & Sanhong Deng & Xinning Su, 2016. "A study on construction and analysis of discipline knowledge structure of Chinese LIS based on CSSCI," Scientometrics, Springer;Akadémiai Kiadó, vol. 109(3), pages 1725-1759, December.

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