Scientific production on mobile information literacy in higher education: a bibliometric analysis (2006–2017)

Abstract

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

Evolution and diffusion of information literacy topics

“…Furthermore, based on the background of big data, the Association of College and Research Libraries (ACRL) has used the concept of “data literacy” many times (Prado & Marzal, 2013 ). Pinto et al ( 2019 ), b ) adopted the concept of “mobile information literacy” for ubiquitous learning, connectivism, and multimodal learning. Thus, technology has always been an important factor in the development of information literacy.…”

“…They suggested that all fields should collaborate in the future. Pinto et al ( 2019 ) offered a bibliometric analysis of the scientific production on Mobile Information Literacy in Higher Education published between 2006 and 2017. They note that incorporating IL in the context of online learning highlights how mobile technologies are gaining ground at all levels.…”

“…On the one hand, scholars or practitioners divide information literacy skills differently, including basic theoretical knowledge and basic application skills of information and information technology; the ability to use information technology to study, communicate, cooperate and solve problems; and information awareness and ethics (ACRL, 2000 ; UNESCO, 2010 ). On the other hand, “computer literacy”, “media literacy”, “network literacy”, “digital literacy”, “ICT”, “data literacy”, “mobile literacy”, and other concepts have emerged as extensions of the concept of information literacy and have been widely discussed (Bruce, 2000 ; Pinto et al, 2010 , Pinto et al, 2019 ; Stopar & Bartol, 2019 ). Although the connotation and extension of information literacy are constantly being adjusted and revised, it is always defined as a series of definable and standardized capabilities that guide people to obtain, screen, evaluate and integrate useful information from rich and diverse information sources to determine a direction of action.…”

“…Studies on information literacy topics and their changes can be informative for researchers and can help them to better understand the domains of such topics, that is, by clarifying the developmental context of information literacy, finding weak points and grasping future trends, which will contribute to the development and innovation of information literacy. Some studies have classified the topics of information literacy via qualitative systematic reviews (Sproles et al, 2013 ), content analyses (Wu, Li, et al, 2020 ), bibliometric analyses (Kolle, 2017 ; Park & Kim, 2011 ), citation analyses (Taşkin et al, 2013 ) and word co-occurrence analyses (Pinto, 2015 ; Pinto et al, 2014 , b , 2019 ). These studies are often focused on limited scenarios, such as higher education and information literacy education.…”

Negative Aspects of the Use of Infocommunication Technologies by Undergraduate Students of Engineering Academic Programs in a Regional Russian University

“…List (2019) analyzed various aspects of student digital literacy development. A bibliometric analysis of scientific researches published during the period from 2006 to 2017 devoted to the study of literacy in the application of mobile information technologies in higher education was made by Pinto et al (2019). The researches to determine the relationship between socio-economic status indicators (SES) and ICT literacy among students are highly controversial (Hatlevik and Christophersen 2013; Hohlfeld et al 2013; Scherer and Siddiq 2019).…”