Content Analysis and Evaluation of Scientific Productions in the Subject Area of Digital Information Literacy: A Scientometric Study

Purpose: With the expansion of information and communication technologies and their impact on various aspects of life, education, and professional development, achieving information literacy has become a necessity and a prerequisite for thriving in today's knowledge-based society. Information literacy encompasses a set of skills that empower individuals to recognize when they need information and to locate, evaluate, and effectively utilize the necessary information. The growing number of published articles in the field of digital information literacy underscores the necessity for quantitative analysis of these studies. This analysis is crucial for understanding the current status and future directions of research in the field of digital information literacy. Accordingly, the aim of the present study is to examine the content of scientific publications in this area and to create a thematic map using the Web of Science database.
Method: The present study employs a descriptive-analytical and applied methodology, utilizing a scientometric approach. The study encompasses texts published in the Web of Science database during the specified period. Excel and bibliometric software were utilized to analyze data and create scientific maps.
Findings: Since 1995, a total of 3,711 scientific publications in the field of digital information literacy have been indexed in the Web of Science database. McGraw, Tomczyk, Li, and Zhang have been identified as the most prolific authors, while Yancey, Toronto, and Sydney universities are recognized as the leading organizational affiliations in this area of research. The majority of international cooperation has involved the United States, Spain, and the United Kingdom. An analysis of the scientific outputs related to digital information literacy revealed that research in this field has concentrated on several key topics. These include the impact of technology on children's literacy and communication, the information literacy of students and teachers, the role of information technology in universities and higher education, web access and user behavior, understanding online attitudes, health management, self-efficacy and beliefs, social media interactions and experiences, and the focus on the English language. The words technology, education, information, students, and literacy are the most frequent. The strategic diagram illustrating the content analysis of digital information literacy studies indicates that the topic of digital, literacy, and skills has the highest level of development and relevance. The cluster “Digital Literacy, Education, and Technology” is at a high level in terms of centrality, indicating that it is fundamental to all studies within this field. Conversely, the cluster “development, digital literacy practices, and Children high density but low centrality. The cluster “COVID-19, Ttelemedicine, and Adults the third quartile of commonality. Additionally, the cluster “Digital divide, Information and Communication Technology topics that are either emerging
or declining. Lastly, the cluster “Social media, Internet, and Media Literacy low density but high centrality.
Conclusion: Scientific productions related to digital information literacy has been on an upward trend since the first research was conducted in 1995. It is suggested that the results of this research be considered in information literacy education, studies, and information literacy curriculum planning.