Gender perspective on information literacy: An interdisciplinary and multidimensional analysis within higher education settings

• Published in: Library & information science research 2019-10, Vol.41 (4), p.100979, Article 100979
• Main Authors: Pinto, María, Sales, Dora, Fernández-Pascual, Rosaura
• Format: Article
• Language: English
• Subjects: Gender differences; Higher education; Information literacy; Knowledge management; Social sciences; User training
• ISSN: 0740-8188; 1873-1848
• DOI: 10.1016/j.lisr.2019.100979

Gender is a sociological variable that needs further attention in information literacy studies. This research uses a multidimensional subjective-objective approach to examine the gender differences in the information literacy learning process in a sample of students from different social sciences degree courses at five Spanish universities. Surveys are used to measure the belief in importance (BI) and self-efficacy (SE) they assign to a series of basic information competencies, grouped into the categories of searching, evaluation, processing and communication-dissemination, as well as the levels of actual knowledge (KN) they have about them. Non-parametric methods and factor analysis are used to evaluate the gender similarities and differences. Latent structures show no relevant differences by gender in perceptions (BI and SE), but different patterns are found in knowledge (KN) regarding the acquisition of the key information competencies. To overcome possible stereotypes and contribute to the construction of an all-inclusive perspective that fosters an awareness of the value of equality, it is necessary to incorporate the gender perspective in information and knowledge management studies. There is still little research in this field, and this study opens some paths for further works. •This study used a multidimensional subjective-objective approach to examine gender differences in information literacy.•Surveys were used to measure the belief in importance and self-efficacy students assign to basic information competencies.•Surveys also measured the real levels of knowledge students have.•Non-parametric methods and factor analysis were used to evaluate the gender similarities and differences.•Latent structures showed no relevant differences by gender in perceptions, but different patterns in actual knowledge.