@misc{10481/61964,
year = {2019},
month = {3},
url = {http://hdl.handle.net/10481/61964},
abstract = {Preference for autonomous versus directed learning for the acquisition of information competencies (ICs) was analyzed among undergraduate social science students
according to gender, degree program, belief in importance, and self-efficacy. Data
were gathered using the IL-HUMASS (Information Literacy Humanities Social Sciences)
online survey from students at five public Spanish universities enrolled in audiovisual
communication, education, information science, pedagogy, journalism, psychology,
social work, and tourism undergraduate programs during the 2013–2014 academic
year. Mann-Whitney U, Kruskal-Wallis, and chi-square tests, as well as discriminant
analysis, were performed. The results revealed a higher preference for the directed
learning style in the four IL competency categories: searching, evaluation, processing, and communication-dissemination. Audiovisual communication, education,
and journalism students showed a predilection for autonomous learning, whereas
information science and psychology students preferred directed learning. Higher
scores in belief in importance correlated with a greater preference for autonomous
learning. In contrast, higher levels of self-efficacy were associated with a greater
preference for directed learning.},
organization = {This research is part of the national
R&D Project “Innovación y formación en competencias informacionales de profesores y estudiantes universitarios
de ciencias sociales” (CSO2016-80147-R), financed by MINECO.},
publisher = {Association of College and Research Libraries},
title = {Self-learning of Information Literacy Competencies in Higher Education: The Perspective of Social Sciences Students},
doi = {10.5860/crl.80.2.215},
author = {Pinto Molina, María and Fernández Pascual, Rosaura and García Marco, Javier},
}