Visibilidad de los servicios de alfabetización informacional de las bibliotecas universitarias españolas según sus webs: diseño y validación de un programa de autoevaluación

Abstract

A new evaluation and self-evaluation tool designed to measure the degree of visibility of the information literacy (infolit) services of Spanish academic libraries according to their websites is presented, together with the results of its application between October 2019 and February 2020. Building on the state of the art established by international organizations and the most prominent scholars in the field, the Metrics for Library Information Literacy (MeLIL) questionnaire also incorporates emerging problems in contemporary information literacy such as mobile learning, fake news, data literacy, transparency, and open science, among others. MeLIL is made up of six criteria and 38 indicators. After a pilot project with eight libraries to validate the questionnaire, the content of the websites on information literacy programs of the 78 Spanish academic libraries was analyzed. The results confirm the validity and transferability of the instrument to measure the level of development of infolit in Spanish academic libraries according to their websites. Furthermore, the progress made in the training and infolit services offered by Spanish academic libraries is systematically described. Resumen Se presenta un nuevo instrumento de evaluación-autoevaluación diseñado para medir el grado de visibilidad de los servicios de alfabetización informacional (alfin) de las bibliotecas universitarias españolas según sus webs, y los resultados de su aplicación entre octubre de 2019 y febrero de 2020. Partiendo del estado de la cuestión establecido por las organizaciones internacionales y los autores más destacados, Metrics for Library Information Literacy (MeLIL) incorpora la problemática más actual en alfin: mobile learning, fake news, data literacy y open science, entre otras. MeLIL está conformado por seis criterios y 38 indicadores. Tras un proyecto piloto con 8 bibliotecas para validar el cuestionario, se analizó el contenido de las webs de los programas de alfabetización informacional de 78 bibliotecas universitarias españolas. Los resultados evidencian la validez y transferibilidad del instrumento para medir el nivel de evolución de alfin en las bibliotecas universitarias españolas según sus webs. Además, se reflejan de forma sistemática los avances logrados en la formación y servicios alfin ofrecidos.

Análisis de los contenidos e imágenes de los sitios web de las bibliotecas universitarias utilizados para la promoción de la alfabetización informacional a nivel mundial

“…Finalmente, Pinto et al (2021) estudiaron los sitios web de 78 BU españolas para medir el grado de implementación de ALFIN. Con tal propósito desarrollaron el instrumento de evaluación MeLIL conformado por seis criterios y 38 indicadores, que incorpora aspectos claves como mobile learning, fake news, data literacy, open science, entre otros.…”

“…Pantallazos con información de cada sitio ALFIN (Sitios de diferentes idiomas y países) Fuente: Elaboración propia. Con relación a la ponderación de las variables contenidas en la Parte A de la matriz, se dio el mayor valor (20 puntos) a estas tres: variedad formativa, presentación-objetivos formativos, y estrategia de promoción, teniendo en cuenta la importancia de sus contenidos como reflejan los trabajos de Lim (2010); Yang y Chou (2014); y Pinto et al (2021).…”

Libraries Fight Disinformation: An Analysis of Online Practices to Help Users’ Generations in Spotting Fake News

“…At Forster's school, where the teacher-librarian professional category exists, they are training students against disinformation: "We're equipping students to be discerning consumers of information and that entails not only being able to identify fake news and the like, but also knowing where to go to find reliable, authoritative sources of information" [13]. In university libraries, they try to do the same, even in a timid way [16].…”

“…This enormous challenge posed by disinformation for librarians, which has opened the debate on expanding the concept of Media Literacy and its methodological application [16], has become clear during the health crisis caused by COVID-19, due to its proven capacity to act as an intermediary between users and access to reliable information: from raising awareness, teaching how to search for information, filtering false information, supporting researchers and teachers, providing consultation services or sending documents, to solving doubts about questionable content or pseudoscientific content. On the other hand, the confinement of the population in their homes, also motivated by the health situation, exponentially increased user access to electronic resources related to health [17], which in turn shows that innovation and permanent modernization in libraries has made it possible to offer quality information when it is most needed (hence its relevance).…”

“…On the other hand, the confinement of the population in their homes, also motivated by the health situation, exponentially increased user access to electronic resources related to health [17], which in turn shows that innovation and permanent modernization in libraries has made it possible to offer quality information when it is most needed (hence its relevance). All this invites, therefore, one to promote more open-access projects [15] and to rethink the provision of new services and pedagogical actions to train the different agents in the new context of digital information [16].…”