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The aim of the study is to analyze the perceptions of belief-in-importance (BI), self-efficacy (SE) and preferred source of learning (SL) of information literacy (IL) competencies among psychology students in Spain and Portugal.

Unified protocol was based on the questionnaire IL-HUMASS (26 items). Quantitative diagnostic-comparative study was carried out, including factor and variance analysis. Hypothesis compliance was checked.

By country, there are no significant differences in students' perceptions, although the scores in BI are higher than in SE. By category, there are some significant differences, and the least valued is that of processing. By individual competency, seven of them show differences between countries. Learning preferences are for a mix of classroom and autonomous learning. Students barely realize the value of libraries. Within factor structures, which share the same components in each dimension, some emerging factors do appear.

Motivation (BI and SE) with respect to IL competencies is a key asset for future psychologists. Interest should focus on some emerging motivational factors. Students' appreciation of the library should enhance through the corresponding initiatives for improvement. This method could be complemented by qualitative studies.

This is probably the first diagnostic-comparative study on perceptions of IL competencies among future psychology professionals.

This paper aims to map information literacy literature in social sciences and humanities published during the period of 2001-2012.

The data for the study are obtained from Scopus, accessible at www.scopus.com. Study used the Transformative Activity Index (TAI) and relative citation impact (RCI) to know the impact of most productive countries and prolific institutions. The SCImago Journal and Country Rank accessible at www.scimagojr.com/ was used to determine the SCImago Journal Rank and source normalized impact per paper.

The study found that 1990 documents originating from 79 countries were published in this study area. These papers are published in 160 journals with an average ∼12.51 papers per journal. These papers have been cited 10,025 times with ∼5.0. average citations per publication. Study also found that information literacy literature is published in 16 languages and the majority of the papers are in English, 1,879 (94.4 per cent). The highest growth of publications (106.7 per cent) was found in 2005. The USA contributed the highest number, 1,035 (52 per cent) papers. Moreover, of the 15 most productive countries, three recorded TAIs >100, and 12 countries recorded TAIs <100. In all, 160 institutions worldwide have contributed in information literacy research. Study also found that maximum literature published on the subject by a single author is 828 (41.6 per cent). Universidad de Granada, Granada, Spain has produced the highest number of papers (24, or 1.2 per cent) and received 61 (0.6 per cent) citations, while University of Strathclyde has the highest RCI (∼2.7) for its publications. Pintos, María from Universidad de Granada has published the maximum number of papers (18) that have been cited 78 times.

The study endeavors to showcase information literacy research outcomes in social sciences and humanities. It involves quantitative analysis of the literature in this domain using bibliographic elements such as keywords, authors, affiliation, publication and citations.

No study has been conducted so far to map the information literacy literature in social sciences and humanities. Study will be useful in understanding the progress on information literacy in the area of social sciences and humanities. The study is significant for social scientists to foster further research in this emerging area.

The purpose of this paper is to analyze the informational behavior of a group of future professionals in the field of social sciences (SS), in terms of their competence in the communication–dissemination of information.

The IL-HUMASS, EVALCI/KN and EVALCI/SK tests regarding the affective (attitudes, motivations) and cognitive (knowledge, skills) dimensions are distributed to a stratified sample of five universities and eight degree courses in Spain. Infographics and non-parametric methods allow to compare the disciplinary profiles with regard to gender, academic course and academic degrees. An Information Literacy Communication synthetic indicator based on structural equation modeling includes the subjective and effective dimensions to measure the holistic learning outcomes in communication–dissemination of information.

Significant differences regarding the informational behavior of future professionals in SS are discovered. The synthetic indicator allows academic degrees to be ranked in order to identify those in need of initiatives aimed at improving communication–dissemination competence.

Findings must be taken into account to design effective learning programs. This methodological approach can be expanded to scientific and academic environments.

The paper puts forward the first evidence-based study on communication–dissemination competence among future SS professionals, as no similar research has been found in the scientific literature. It is also the first time that the definition of a predictive performance indicator, based on a powerful statistical methodology, has been proposed.

This paper aims to present a proposal for the restoration of a silver crown by means of fitting pieces produced by the process of 3D modelling and rapid prototyping. It also analyses the benefits of this procedure in restoration of objects weakened by corrosive processes.

Elemental chemical analysis was carried out in the alloy used in the manufacture of the crown and the constructive and corrosive processes present were studied. Three fitting pieces were modelled and prototyped in wax casting by the stereolithography apparatus system aiming to restore the part and protect the original metal against impacts and external tensions which could speed up some deterioration processes.

The procedure presented in this paper has shown that formal and dimensional accuracy, only achieved by means of 3D technologies, made the restoration and mechanical stability of the crown possible without the use of adhesives or welding.

The proposed procedure is a new restoration alternative which causes minimal impact to the object and abides by the main standards for modern conservation. It is made with metal which is compatible with the original piece, retractable and easily identifiable.

The purpose of this article is to analyse the social science students' perceptions of information literacy (IL) and the use of mobile technologies (MTs) before and during the COVID-19 pandemic.

Exploratory focus group methodology involving 18 Information Science and Education undergraduates.

Students believe that, above all, an information literate person must know how to search for information. Being able to recognise acceptable levels of IL and MT competencies/skills enabled them to detect the scant contribution of the university to IL and the poor support from the library. They routinely use information and communication technologies (ICTs) in the classroom for assignments, presentations, searching and administrative tasks. Conversely, they consider their teachers' competency in the use of mobile devices for academic tasks could be improved. The increase in these shortcomings during the COVID-19 pandemic has allowed students to discover most teachers' attitudinal and technical limitations. Students' suggestions mostly point to improving platforms, teaching methods, teacher motivation and teachers/librarians interaction.

Research is limited to several IL/MT-related concepts, one university and two degrees. It could be applied in other contexts, larger samples and other stakeholders such as librarians and teachers.

Need for more IL and TM instruction for students/teachers and greater interaction amongst them and with the library. The authors suggest promoting interdisciplinary seminars on the importance of IL and awareness sessions on ICT for learning.

This case study addresses students' critical/exceptional experience triggered by the pandemic.

The purpose of this study has the aim of expanding lessons learned that were originally detected for information literacy (INFOLIT) programs in Ibero-American universities (from Latin America, Spain and Portugal), this paper presents lessons learned for enhancing equivalent programs offered by other universities around the world.

As this paper is a comparative literature review, the methodology involved three stages. Initially, a documentary analysis was carried out to identify the texts published during the past five years – since 2013 – reporting a categorization of experiences and cases of international INFOLIT programs and their corresponding lessons learned. Second, we conducted a content analysis of these publications to uncover the classification, identification and frequency of the lessons learned. A third comparative step consisted of analyzing the similarities of these lessons when compared to those reported in similar research on Ibero-American universities (Uribe-Tirado, 2013).

From the 75 lessons learned from INFOLIT programs in Ibero-American universities, 65 lessons (87 per cent) were identified as also present in universities elsewhere. These similarities give an account of the possibilities for collaborative learning and benchmarking that INFOLIT programs could achieve with regard to content, pedagogy, learning objects and evaluation if there were more networking and more common participation in sharing experiences, with appropriate adaptations to contextual, technological and idiomatic variations.

As a comparative literature review, this paper makes a significant contribution to the international advancement of INFOLIT in higher education, as it correlates the lessons learned from INFOLIT programs in Ibero-American universities with those from other countries. This provides a global view of the lessons learned about INFOLIT, which to date have not been reported with such a wide scope and number of lessons.

The purpose of this paper is to analyse the levels of belief in importance of information literacy abilities (BILAs) among an undergraduates’ sample. The aim is, on the one hand, to discover if there is a representative latent structure and, on the other hand, to know the existing differences according to external variables such as academic degree, course, gender and age.

A self-assessment questionnaire (IL-HUMASS) was applied to a sample of 749 students in English Studies, Translation and Interpreting and Education in Spain. Three types of statistical methods have been used to study the results: descriptive, factorial and analysis of variance.

Students’ levels of BILAs are acceptable but improvable. A framework of six underlying factors has been uncovered: evaluation-ethics, searching-using, technological processing, communication, dissemination and cognitive processing of the information. Significant differences on degree, course and gender have been found.

This paper is intended for a broad academic sector, including faculty, librarians and students in higher education. The BILAs construct helps to improve the diagnosis of the perception of the BILAs. Its representation through a reduced number of latent factors simplifies results and possible applications. The results show that variations in degree, course and gender are significant and should be taken into account.

Although much has been written about information literacy abilities, we still know little about the importance students place on them. The BILAs construct is intended to improve that knowledge.

The buying process is affected by many aspects, in which consumer’s age is certainly an important feature to be considered. The purpose of this paper is to evaluate the influence of packaging and labeling of Requeijão cheese on the purchasing behavior of different age groups of consumers in order to obtain marketing information that aid in increasing sales of Requeijão cheese.

Three focus groups were created, each one composed of ten participants. The first group was aged 18-30 years old, the second group included people aged 31-50, and the third group participants were aged between 51 and 70 years old. Requeijão cheese labeling and packaging was presented to all groups to facilitate a discussion. A moderator asked participants in the three groups about the factors on the packaging and labeling of Requeijão cheese that influence their desire to purchase. Seven final themes were analyzed by thematic analysis: packaging, color and images on label, information, lid, price and brand.

The factors of greatest importance that influenced purchasing for the first and second group were glass packaging and color labels. Groups 2 and 3 preferred a packaging size of 250 g, an aluminum cap protected with a plastic cap, information, and affordable prices. Group 1 demonstrated high interest in 220 g packaging, metal lid and brands. Group 3 preferred plastic packaging. All groups were attracted by images on labels related to the product origin. The results from this study may be advantageous for creating marketing strategies to increase sales of Requeijão cheese and similar milk products that are sold in comparable ways.

Concept and attitudes toward packaging and labeling have changed in modern times. The present study demonstrates how consumers of different age groups have divergent opinions about packaging and labeling of Requeijão cheese, factors that have huge influences in the purchasing of this product. The results from this study will aid in creating marketing strategies to increase sales of Requeijão cheese and similar milk products that are sold in similar conditions. The findings will also assist manufactures in creating bonds with costumers once packaging and labeling might be produced in accordance with the preference of each age group of consumers, and consequently makes the visual aspects of packaging more attractive to them.

This study collected information about the most features in packaging and labeling of Requeijão cheese that attract consumers in the food buying process. There are many companies that sell Requeijão cheese. Then, it is necessary to understand the needs of consumers in relation to packaging and labeling of similar products, to make it more competitive in the market and to meet the expectations of consumers in order to create bond with them.

The aim of this study is to identify and characterize kids' menu offer in fast-food and traditional restaurants located in shopping centres in five different countries.

An observational cross-sectional study is carried out, though a study was performed in all restaurants located in shopping centres from main cities, in five countries: Brazil, Chile, Croatia, Hungary and Portugal. A tool for assessing the quality of menus is used for the analysis (Kids Menu Healthy Score (KIMEHS)). Menu prices between countries were compared.

A total of 192 kids' menus were collected, 44 in Portugal, 57 in Brazil, 66 in Chile, 15 in Hungary and 10 in Croatia. All the countries have average negative KIMEHS values for the menus, indicating that the offer is generally poor in terms of healthy options. The cost of children's menus in European countries is generally low. In Brazil, the price is significantly more expensive, which may limit the accessibility by social economically deprived populations. No significant differences were found in the average cost of meals from different restaurants typology. Traditional/Western restaurants present the highest price.

Globally, kids' menus are composed by unhealthy food items, pointing to the need of improvements in food availability, aiming to promote healthy food habits among children.

This study presents innovative data on children's menus, allowing for characterization of meals offered to children and comparison between different countries.

Key points

1. Kids’ menus are composed by unhealthy food items.

2. Improvement of kids' menus quality will promote children food habits.

3. Healthier out-of-home food consumption will contribute to public health.

Kids’ menus are composed by unhealthy food items.

Improvement of kids' menus quality will promote children food habits.

Healthier out-of-home food consumption will contribute to public health.

This paper aims to show data about Spanish higher-education students’ usage, habits and perceptions regarding reading on new digital media to show the potential future of electronic books (e-books) and reading mobile devices (e-readers, tablets, cell phones, etc) in academia. It explores whether demographics and academic factors might influence e-book reading habits and attitudes and university students’ opinions about e-books vs print books. REWIL 2.0, a purpose-built research tool, was applied to measure students’ opinions about digital reading in different media and formats, considering their academic context, at the confluence of analog and digital materials and learning. Likewise, REWIL 2.0 detects who are e-book readers (eBR) and who are not and produces a statistics indicator to identify five categories of eBRs by their frequency of e-book reading. This research gathered 745 online surveys between April and July 2010 in 15 degree programs at the University of Granada: Spanish philology, English philology, history, mathematics, chemistry, environmental sciences, education, library and information science, law, medicine, biology, dentistry, computer systems, architecture and civil engineering.

This present study is a transversal applied research, where 745 students were surveyed from 15 different academic disciplines offered at the University of Granada (Spain), representing the five main discipline areas. The survey was carried out by means of a structured online survey, with REWIL 2.0 research tool. To ensure internal consistency of correlation between two different survey items designed to measure e-book reading frequency, Pearson’s r reliability test was applied. Likewise, Persons’ chi-squared statistics were applied to test the hypotheses and to detect if significant correlation existed between academic disciplines and e-book reading frequency measured through a Likert scale.

The present research is motivated by our interest in discovering what effect the current technological maelstrom and the rapid growth of new portable digital reading devices in the Spanish university environment are having on students’ lives, and the extent to which students have adopted new reading technologies. Their first aim is to establish who is reading e-books in the University? A second aim is to answer the following question: is the academic discipline a determinant factor in e-book reading habits and students’ attitudes about it? The authors began by considering the following hypotheses: University students’ attitudes to e-book reading and the way they use them will be determined by the scientific discipline they study. Students of humanities, social sciences and law will prefer to read traditional format books (printed paper), while students of experimental sciences, health and technical courses will prefer reading e-books. Students’ preferences will be determined by their previous reading experiences.

The main objective of the present study is to learn whether there are any notable differences among university students from distinct disciplines with regard to their attitude and behavior toward e-books. The authors, therefore, set out to identify the segment of the student population that does not read e-books yet (non-eBRs) from those who have already read at least one (eBRs), and within this segment, the readers that have read e-books recently (recent eBRs); find out how frequently university students are reading in different formats (paper and digital), document types (book, written press, etc.) and languages (textual, multimodal, etc.) identify what channels are used to access e-books; find out university students’ opinions on the advantages and disadvantages of reading e-books as compared to traditional print books; and identify the types of improvements or changes to the design–production–distribution–reception chain that students consider might help extend e-book reading.