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The purpose of this paper is to explore how university students assess the credibility of diverse information available on the Web.

This paper used applied study and was conducted using the survey-descriptive method. Using a randomized stratified sampling method and the Cochran sampling formula, a sample including 380 student participants was selected from Shahid Beheshti University, Tehran, Iran. Data were gathered by administrating a validated questionnaire including eight components of ethics, writing style, website appearance, website identity, professional information, accuracy, usability and interaction. Data were analyzed by software SPSS 20.0 and LISREL 8.7.

Confirmatory factor analysis using structural equation modeling indicated that the overall framework is reliable according to the goodness of fit indices for the measurement and structural models showing a high quality on measuring the variable in the context studied. Findings also showed that the components usability, interaction, accuracy, website appearance, writing style, professional information, ethics and website identity had the standard relevance.

Users paid more attention to semantic- and expertise-related features compared to characteristics of the source and its authority. Such preference should be taken into account by providers when producing information and students when evaluating information.

The framework underlying this research had the required quality incorporating a set of most important criteria for exploring Web information evaluation behavior by the students, which is also useful for future related studies.

This paper aims to familiarize students and instructors in the field of library and information science (LIS) with some features and benefits of mnemonics in the context of learning artificial intelligence (AI).

A narrative review among literature exists on mnemonics, AI and library services.

In the field of LIS, the use of mnemonics can be highly beneficial for both students and instructors. Mnemonics can aid in the retention and recall of complex concepts, classification systems, information retrieval strategies, jargon learning and library memory that are fundamental to the field. In the field of AI, mnemonics can be a valuable tool for students learning complex algorithms, concepts and techniques. Mnemonics can help students remember key components of AI models, understand the underlying principles and apply them effectively in problem-solving.

To the best of the authors’ knowledge, this paper is among the first ones exploring the use of mnemonics for learning subject areas related to artificial intelligence in LIS.

The purpose of this article is to examine the structure and determine the MDA framework for use in the development and design of library websites. The topic of innovation in libraries is frequently discussed; thus, we have tried to offer techniques for innovation in website design for libraries.

This study compares these two approaches to determine if the mechanical, dynamic and aesthetic (MDA) framework can also be used to create library websites. Each of the MDA framework’s three components was assessed for their applicability to the development of a library website.

When building a library website, three crucial characteristics that must be carefully taken into account are, among other things, being supporting and safety-oriented; adaptable and accessible; and aesthetically pleasing to the user. Studies have also revealed several additional criteria that may be regarded as success factors for library websites. In addition, there is also a framework for creating touch- and gesture-based interactions. It is also a method for understanding the creation and playing of video games. The acronym MDA stands for the three components of its structure: mechanical, dynamic and aesthetic.

Many kinds of library websites exist, including those for academic, public, school and special libraries. So far, models and approaches for designing pages have been offered for each of these library website categories.

Due to the extreme importance of evaluating the credibility of information available on a huge number of scientific websites, the present research aimed to develop a measurement scale based on a validated questionnaire incorporating the novel conceptualization of the concept credibility by Hovland and Weiss (1951).

Regarding the descriptive and survey nature of the research, the data were collected based on a stratified random sampling among the 672 students in two different contexts at five top nonmedical universities and, with a one-year interval, at three top medical universities in Iran. High reliability and construct validity were reported by testing the convergent and discriminant validity of the main instrument.

Confirmatory factor analysis (CFA) resulted in a scale named SWCRED including eight components and 28 items. Considering path coefficients (?) and t-statistics (t-value), a significant relationship was reported between all components and the main variable of credibility in the final scale at a 99% confidence level (t = 2.57).

Results suggest that the information credibility of scientific websites, especially in the university contexts, can be measured by asking participants to rate how well eight components represent content including ethics, writing style, website appearance, website identity, professional information, accuracy, usability and interaction. The scale has a goodness of fit from the different indices and is of high validity for use in different educational and research settings.

The framework underlying the research has the required quality integrating a set of most important criteria for exploring the credibility evaluation of scientific web information by the students, which is useful for future-related studies.

The study aims to investigate the role of information literacy competencies regarding the impact of personality factors on knowledge sharing behavior in information services.

A sequential mixed-methods approach was used as the research design. To construct the two less identified variables of knowledge sharing behavior and information literacy competencies in actual information services, the literature existed were searched and validated in a systematic review procedure. Two conceptual models including two initial questionnaires were developed, which were then confirmed by a set of 10 related experts through semi-structured interviews. For gathering data related to the variable personality factors, the Five-Factor Inventory was used as a widely recognized measure. The sample population of the quantitative section constituted of a set of 160 librarians working in the central libraries of the state universities located at Tehran, Iran. Data analysis was conducted through structural equation modeling using software SmartPLS.

The results showed that the personality factors had a positive and significant impact on information literacy competencies with a path coefficient of 0.48 and information literacy competencies skills had a positive and significant effect on the knowledge sharing behavior with a path coefficient of 0.47. However, with a path coefficient of 0.02, the personality factors had no direct effect on the knowledge sharing behavior while its indirect impact was then confirmed by the mediating role of information literacy competencies.

To achieve the desired knowledge sharing behavior, there should be concerns about the information literacy competencies of the librarians. Moreover, the knowledge sharing behavior of the librarians should be more taken into consideration concerning their personality factors.

User behavior in online information evaluation is the result of a multitude of factors related to social, cultural, personal and psychological issues. The present study aimed to examine the effects of three important psychological variables including personality, self-efficacy and attitude on online information evaluation.

Four validated measures were administrated in person and online among 355 postgraduate students at Shahed University, Tehran, Iran. For testing the possible relationships among the variables, the reliability, normality and Pearson correlation tests were performed by using SPSS 24.0. Moreover, to test the ten hypotheses of the research, the structural equation modeling was considered using AMOS 26.0.

The findings confirmed the first five research hypotheses indicating the direct positive relationships among the four variables except for the impact of self-efficacy on attitude. The mediated effects of the variables were not supported except for the mediating role of attitude in the impact of personality on online evaluation behavior. The variable personality was found to be fundamental among the tested paths because it influenced the information evaluation behavior, both directly and indirectly.

The study showed the impacts of the three variables, which demonstrates that online information evaluation is greatly affected by psychological factors.

Social media pose serious challenges to information evaluation, which can make credibility evaluation more difficult compared to other information resources. As a result, this paper aims to explore related challenges and research directions to put forth a set of criteria practical for actual users in their decision-making.

Related literature in such disciplines as information, communication and media sciences were carefully searched and assessed. Once challenges and research directions were identified, a literature coding approach was considered to design a conceptual framework incorporating the main criteria used for evaluating information found from social media.

Some areas of consideration such as political concerns, health information, organizational issues and purchasing behavior are among the main challenges inevitable in evaluating current social media information. The relative importance of credibility criteria varies from study to study depending on factors such as the characteristics of the participants, the type of the source and the type of information.

A conceptual framework developed including four main dimensions of the information source, information presentation, information credibility and decision-related issues as a set of criteria useful for the decision-making of social media users when evaluating information.

The literature review and the conceptual framework incorporate a set of most important criteria for exploring the credibility evaluation of social media information, which are also useful for future related studies.

Due to their unique characteristics in terms of information type, quantity and exchange, social media are regarded as a challenging information resource that makes credibility evaluation a more complicated behavior. This study aims to investigate the role of media literacy in the credibility evaluation of social media information among students as a major community of user groups.

The study tried to explore whether or not the three popular platforms of WhatsApp, Instagram and Telegram with their unique features, show a significant difference in the credibility evaluation among a sample of 150 students at the Shahid Beheshti University, Tehran, Iran. By administrating two validated measures related to the two main variables, data gathered were analyzed through the partial least-squares (PLS) method using the software SmartPLS.

Convergent and discriminant validities, as well as model fit indices, showed the reliability of the conceptual model at the 99% confidence level. Moreover, path analysis demonstrated that media literacy could affect all components of the credibility evaluation, except for currency evaluation. Overall, media literacy had less impact on evaluating information sources and information credibility compared to information presentation. Further analysis showed no significant difference in credibility evaluation with respect to the application used.

There appears a crucial need for the students to be skilled more in evaluating content and source without which their decision-making might be negatively affected.

The purpose of this paper is to explore the possible relationship between knowledge management infrastructures (KMI) and organizational intelligence (OI) in two country-wide research centers dependent to Ministry of Science, Research and Technology, namely, Iranian Research Institute for Information Science and Technology (IRIIST) and Institute for Humanities and Cultural Studies (IHCS).

The research is a survey in a descriptive manner. Using two validated questionnaires related to KMI and OI, the research was conducted among 175 faculty members and staffs of the two research centers. Using structural equation modeling (SEM) procedures, collected data were then analyzed by software SPSS and partial least squares.

Factor analysis showed a high factor loading related to the two main variables and all of the items indicated goodness of fit (GoF) related to the questions. The variance-mean ratio between two variables was higher than 0.5 indicating a high convergent validity. R² for OI showed fitness of SEM. The GoF for IRIIST was 0.642 lower than IHCS with 0.645. Also, path analysis indicated a significant relationship between two variables by 95 percent degree of confidence accepting the two research hypothesis.

By comparison, KMI was more correlated with OI in IHCS than IRIIST. KMI in IRIIST predicted OI by 0.826 percent while in the IHCS by 0.848 percent.

Due to the lack of standard and research-based frameworks in evaluating the content designed in electronic courses, there appears a need to examine some existing theoretical models like the cognitive theory of multimedia learning (CTML) developed by Richard Mayer on real occasions. To confirm the effectiveness of the seven principles of the model driven from this theory in different educational settings, especially amid the COVID-19 pandemic, the present study was conducted in the contexts of two universities in Iran for comparison purposes.

The present research is a descriptive one for which a survey method was considered to collect data. A measurement instrument was developed based on the seven principles mentioned in the last edition of the book written by Clark and Mayer (2016) as well as an extensive review of the related literature. The data gathered from 524 online questionnaires returned by students of a public university Shahid Beheshti University (SBU) and a private one Ruzbahan University (RU) were then analyzed through partial least squares using SmartPLS 3.0.

The results of confirmatory factor analysis showed that convergent and discriminant validities, as well as model fit indices, had the reliability of the theoretical model at the 99% confidence level. Based on the path coefficients found for testing hypotheses, modality and coherence principles were the first and last priorities, respectively. Moreover, the comparative study showed that t-statistics values for multimedia, contiguity, modality, redundancy and personalization but not for coherence, and segmenting and pretraining principles are significantly different between the two universities.

This study can be considered a pioneering research in Iran so as to increase the quality of multimedia design, instruction and learning at university levels in future research while emphasizing the importance of Mayer’s principles in the design of electronic content.