000136440 001__ 136440
000136440 005__ 20240826132401.0
000136440 0247_ $$2doi$$a10.1016/j.acalib.2024.102920
000136440 0248_ $$2sideral$$a139361
000136440 037__ $$aART-2024-139361
000136440 041__ $$aeng
000136440 100__ $$aPinto, Maria
000136440 245__ $$aAssessing information, media and data literacy in academic libraries: Approaches and challenges in the research literature on the topic
000136440 260__ $$c2024
000136440 5060_ $$aAccess copy available to the general public$$fUnrestricted
000136440 5203_ $$aA review of the research literature on the assessment of information, media, and data literacy in academic libraries has been carried out with the intention of learning about the main approaches taken; the assessment tools, criteria, and indicators used; and the main challenges for the future. To this end, 60 relevant records were retrieved from the Web of Science Core Collection and Scopus after being filtered according to the Preferred Reporting Items for Systematic review and Meta-Analysis (PRISMA) model. A content analysis of the articles was then carried out using a detailed form based on the objectives, methodology, results, conclusions, and recommendations model in relation to the current aims. Literacy assessment has been conducted primarily in information literacy. Research in anglophone countries and Spain stands out. Much of it relates to academic libraries as a whole, although there are also numerous studies focused on a field of use, primarily health, STEM, and social sciences. Among the most commonly used methods of analysis, case studies stand out, followed by descriptive, exploratory, experimental, and comparative studies; literature reviews; and content analysis. The results are positive, and assessment helps improve programs and demonstrate libraries' impact on student learning. Despite its importance, media literacy assessment is still an emerging field, and data literacy assessment is still largely a work in progress. Academic libraries need to integrate new types of literacy and emerging challenges such as open data, open science, and generative artificial intelligence into the comprehensive framework of information literacy and conduct a systematic assessment of their training programs and activities.
000136440 536__ $$9info:eu-repo/grantAgreement/ES/MCIU-AEI-FEDER/PID2021-128808OB-I00
000136440 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
000136440 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000136440 700__ $$0(orcid)0000-0002-6241-4060$$aGarcia-Marco, Javier$$uUniversidad de Zaragoza
000136440 700__ $$aCaballero, David
000136440 700__ $$aManso, Ramón
000136440 700__ $$aUribe, Alejandro
000136440 700__ $$aGomez, Carmen
000136440 7102_ $$13011$$2040$$aUniversidad de Zaragoza$$bDpto. Ciencias Doc. Hª Ciencia$$cÁrea Biblioteconomía y Docum.
000136440 773__ $$g50, 5 (2024), 102920 [17 pp.]$$pJ. acad. librariansh.$$tJOURNAL OF ACADEMIC LIBRARIANSHIP$$x0099-1333
000136440 8564_ $$s1581381$$uhttps://zaguan.unizar.es/record/136440/files/texto_completo.pdf$$yVersión publicada
000136440 8564_ $$s2397072$$uhttps://zaguan.unizar.es/record/136440/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000136440 909CO $$ooai:zaguan.unizar.es:136440$$particulos$$pdriver
000136440 951__ $$a2024-08-22-13:18:06
000136440 980__ $$aARTICLE