Abstract

A framework of indicators and a media competence self-assessment test for public administrations is proposed, in a field where few evaluation methods have been implemented up until now. The study is based on media literacy (ML) indicators divided in five general criteria defined by Pérez-Tornero and Celot (2009). These are: availability of media, ML context, use, critical understanding, and communication. The initial frameworks were compared with those used in in highly-regarded international media assessment systems. The article presents a test based on the qualitative comparison of international evaluation methods, as well as through in-depth interviews. The proposed tool is applied and refined through a research process that combines quantitative and qualitative methods. The study concludes that competences can be assessed by means of a questionnaire, but also finds that there are others, especially those related to the critical reading of information, that present greater complexity and that demand various types of tests. The application of the survey allows us to obtain useful recommendations for the development and improvement of ML indicators within public administrations.

Abstract

Spanish public libraries are faced with the scarce implementation of digital loans among their readers. The offer of this service, fragmented in several platforms, and its lack of integration with other resources such as the online catalog implies a greater effort of adaptation for users and places the libraries themselves at a disadvantage. Through a system of indicators, the 3 main Spanish e-book loan platforms [OdiloTK (from Odilo), Xebook (from Xercode), and iBiblio (from Libranda)] are evaluated through their implementation in eBiblio Galicia, Galician Catalog of GaliciaLe (CGG) and eBookVigo / eBook DiCoruña, respectively. There is evidence of the differences between them and a need to provide a unique and integrated access to the functions provided by discovery tools and APIs.

Abstract

Evalfin is an integral information literacy assessment model (alfin) for the higher education institutions. It measures the impact, relevance and effectiveness of alfin as well as the development of the information skills in the university community through specific competence programs. It portrays its dimensions, characteristics and components with the purpose of presenting the method used in defining the model (review of bibliography; selection and interaction of the components, validation of the components by experts; design or adaptation of various instruments to measure each of the components of the model; application of the model in selected target groups). The model shows flexibility to adapt to the characteristics of a particular institution due to the interaction of the components. Finally, the results of the application of the model in a Mexican university and future lines of research on the subject are discussed.