Abstract 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.

中文翻译：

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信息素养的性别视角：高等教育环境中的跨学科和多维分析

摘要 性别是信息素养研究中需要进一步关注的社会学变量。本研究采用多维主客观方法，以西班牙五所大学不同社会科学学位课程的学生为样本，研究信息素养学习过程中的性别差异。调查用于衡量他们赋予一系列基本信息能力的重要性（BI）和自我效能（SE）的信念，这些能力分为搜索、评估、处理和传播传播等类别，以及他们对他们的实际知识（KN）。使用非参数方法和因子分析来评估性别的异同。潜在结构在感知（BI 和 SE）方面没有显示出性别的相关差异，但是在获取关键信息能力的知识 (KN) 中发现了不同的模式。为克服可能存在的陈规定型观念并促进构建包容性观点以培养对平等价值的认识，有必要将性别观点纳入信息和知识管理研究。这方面的研究仍然很少，这项研究为进一步的工作开辟了一些道路。