Information Literacy in Universities, a Bibliometric Look from the Scopus Database, 2014-2024.
DOI:
https://doi.org/10.71068/ggnpxh73Keywords:
Information literacy, Digital competence, Higher Education, Bibliometrics, Database, Access to informationAbstract
This article aims to analyze the behavior of scientific production on IL, especially in higher education, where the ability to access, evaluate, and effectively utilize information is fundamental to learning and research. Based on a metric study conducted using the Scopus database for the period 2014–2024, which yielded 2,728 documents, bibliometric productivity indicators were analyzed by author, affiliation, year, country, and document type. Tables were created to show author productivity and production by country, type, affiliation, and year. The results point to sustained annual growth in publications, with English being the most prevalent language. The United States leads the field with 967 publications, followed by China with 199, highlighting a significant gap in research investment and development between the two countries. In the Latin American context, Brazil stands out with 244 publications, demonstrating its importance in the dissemination of knowledge on IL. This study highlights the influence of academic institutions on scientific production and suggests the need to strengthen research in the field of intellectual property (IL), especially in countries with limited production, such as Ecuador, where only three published studies were recorded. Finally, the importance of the ALFIN for academic institutions is highlighted, as it plays a crucial role within them and in research activities. It is essential for users to be trained on the ALFIN so that they can fully utilize all the resources, databases, and information that are useful to them.
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