Abstract
PurposeThe aim of the study is to analyze the perceptions of belief-in-importance (BI), self-efficacy (SE) and preferred source of learning (SL) of information literacy (IL) competencies among psychology students in Spain and Portugal.Design/methodology/approachUnified protocol was based on the questionnaire IL-HUMASS (26 items). Quantitative diagnostic-comparative study was carried out, including factor and variance analysis. Hypothesis compliance was checked.FindingsBy country, there are no significant differences in students' perceptions, although the scores in BI are higher than in SE. By category, there are some significant differences, and the least valued is that of processing. By individual competency, seven of them show differences between countries. Learning preferences are for a mix of classroom and autonomous learning. Students barely realize the value of libraries. Within factor structures, which share the same components in each dimension, some emerging factors do appear.Practical implicationsMotivation (BI and SE) with respect to IL competencies is a key asset for future psychologists. Interest should focus on some emerging motivational factors. Students' appreciation of the library should enhance through the corresponding initiatives for improvement. This method could be complemented by qualitative studies.Originality/valueThis is probably the first diagnostic-comparative study on perceptions of IL competencies among future psychology professionals.
Highlights
Over the past few years, the increase in available information and its complexity seems unstoppable
information literacy (IL)-HUMASS consists of an attitudinal scale composed of 26 IL competency-related items that are clustered around four categories: searching, evaluation, processing and communication/dissemination of the information (Table 1); all items are viewed from the perspectives of three subjective dimensions:BI, SE and preferred source of learning (SL)
After first addressing the reliability of the instrument and the scenarios of the sample, the description of overall results refers to the entire population studied; they are merely descriptive, as an introductory first step to deeper and more detailed analysis
Summary
Over the past few years, the increase in available information and its complexity seems unstoppable. This is due largely to the massive incorporation of new information and communication technologies (ICT) into our information society. Psychology, as the discipline addressing behavior and mental processes, explores some basic concepts, perceptions, attention, motivation, emotions, thought and communication that are key from the IL perspective. The opposite could be affirmed, that psychology is supported by some postulates – searching, evaluation, processing, and communication – that are characteristic of IL. For these reasons, we think that the domain of IL competencies deserves more attention in psychology studies
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