Piloting a holistic information culture program: The experience of CETYS Universidad system of libraries

This article presents the staff, structure, methods and preliminary results from the pilot of a holistic information literacy program developed in the System of Libraries of CETYS Universidad in Mexico. ‘Information Culture Development’ (ICD) is driven by action research (AR) and the concept of information culture (IC), comprised of information literacy (IL), digital literacy (DL), and research competences. ICD aims at developing these competences and supporting reflection and improvement upon university practices related to curriculum, teaching, and research. ICD’s initiatives and products were divided into four axes: a) curriculum and learning support, b) information and digital literacies development, c) research and scientific communication support, and d) evaluation and communication of results. ICD’s pilot involved workshops and activities framed within an AR perspective and a mixed methods approach. Preliminary results determine the success of activities with academics and students regarding their strengths and weaknesses in IC-related competencies

Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries

The outbreak of the COVID-19 pandemic has dramatically shaped higher education and seen the distinct rise of e-learning as a compulsory element of the modern educational landscape. Accordingly, this study highlights the factors which have influenced how students perceive their academic performance during this emergency changeover to e-learning. The empirical analysis is performed on a sample of 10,092 higher education students from 10 countries across 4 continents during the pandemic’s first wave through an online survey. A structural equation model revealed the quality of e-learning was mainly derived from service quality, the teacher’s active role in the process of online education, and the overall system quality, while the students’ digital competencies and online interactions with their colleagues and teachers were considered to be slightly less important factors. The impact of e-learning quality on the students’ performance was strongly mediated by their satisfaction with e-learning. In general, the model gave quite consistent results across countries, gender, study fields, and levels of study. The findings provide a basis for policy recommendations to support decision-makers incorporate e-learning issues in the current and any new similar circumstances.info:eu-repo/semantics/publishedVersio

Higher education students’ achievement emotions and their antecedents in e-learning amid COVID-19 pandemic: A multi-country survey

The outbreak of the COVID-19 pandemic has had a wide range of negative consequences for higher education students. We explored the generalizability of the control-value theory of achievement emotions for e-learning, focusing on their antecedents. We involved 17019 higher education students from 13 countries, who completed an online survey during the first wave of the pandemic. A structural equation model revealed that proximal antecedents (e-learning self-efficacy, computer self-efficacy) mediated the relation between environmental antecedents (cognitive and motivational quality of the task) and positive and negative achievement emotions, with some exceptions. The model was invariant across country, area of study, and gender. The rates of achievement emotions varied according to these same factors. Beyond their theoretical relevance, these findings could be the basis for policy recommendations to support stakeholders in coping with the challenges of e-learning and the current and future sequelae of the pandemic.info:eu-repo/semantics/publishedVersio

Master List: Consolidated Web of Science (SSCI, SCIE, ESCI) and Scopus data

Master List: Consolidated Web of Science (SSCI, SCIE, ESCI) and Scopus data. Used for the article 'Latin American triple-A journals 1: A quality roadmap from the quality indicators and journals’ presence in Web of Science and Scopus', published in Information Development 33(4) by Machin-Mastromatteo, J.D., Tarango, J., and Medina-Yllescas, E. (2017)

Master List: Consolidated Web of Science (SSCI, SCIE, ESCI) and Scopus data

Master List: Consolidated Web of Science (SSCI, SCIE, ESCI) and Scopus data. Used for the article 'Latin American triple-A journals 1: A quality roadmap from the quality indicators and journals’ presence in Web of Science and Scopus', published in Information Development 33(4) by Machin-Mastromatteo, J.D., Tarango, J., and Medina-Yllescas, E. (2017)

A Mexican strategy to promote greater ethics in academic communications through nation-wide access to Turnitin

This document explores the challenges and perspectives behind the initiative for enabling Mexican universities and research centers to access the Turnitin software, a strategy for promoting greater ethics in academic and scientific communications. It presents information obtained through documentary research, from the experience of using the software during the last academic semester, from interviews with the coordinator of the National Consortium of Scientific and Technological Resources (CONRICyT), and with the Turnitin company representative for Mexico. Given the emerging nature of this project and the complexity of the issue, the results presented consist of a non-comprehensive list of benefits and challenges that emerged from using the software, as well as recommendations to harness its use and consolidate a culture for the ethical use of information in academic and scientific communications

Doing Online Relearning through Information Skills (DORIS): A mutual shaping perspective for information literacy research and practice

This paper is part of a doctoral research study about the integration of social media in a learning experience and the roles that information literacy, digital literacy, and new literacies may play in such integration. A pilot study was conducted and the final empirical study took place in April 2013. The methodological approach used is participatory action research (PAR) and following its logic as well as the results of the pilot study, the research and methodological framework labeled as ‘Doing Online Relearning through Information Skills’ (DORIS) was developed. This framework comprises a series of learning interventions, activities, and assignments. This paper provides early data analysis focusing on: a) its particular epistemological assumptions and supporting theories, b) the overall mutual shaping perspective assumed, and c) some of the possible contributions such study can offer to information literacy research and practice