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Validation was carried out by administering the instrument to a pilot group of teachers, all of whom were experts in new technologies selected from the Information and Communication, Business and Education degrees, together with a rubric to analyse the quality and relevance of the content, as well as the wording of the items. Quantitative and qualitative methodologies were combined (statistical and descriptive analyses). The results from the quantitative-qualitative analysis of the evaluation rubric and the psychometric analysis of the items show the strengths of the questionnaire and the possible improvements that could be made to optimise it, which were focused on small adjustments to some of the categories and the reordering of several items. The quantitative analysis shows a high degree of internal consistency, thus ensuring the usefulness and applicability of the instrument for evaluating teachers\u2019 perceptions regarding the use of mobile technologies in the teaching-learning of information competencies. The validity and reliability of the instrument mean that it can be transferred to other academic settings as a platform for future diagnostic studies that allow advances to be made in teaching innovation using mobile technologies, while at the same time permitting it to be reviewed and updated. The innovative element of the MOBILE-APP questionnaire lies in the interrelation between the mode of learning (mobile learning) and the information literacy competencies. <\/jats:p>","DOI":"10.1177\/0961000618788726","type":"journal-article","created":{"date-parts":[[2018,7,23]],"date-time":"2018-07-23T04:16:36Z","timestamp":1532319396000},"page":"208-223","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":13,"title":["Attitudes, perceptions and prospectings on mobile information literacy training: Design and validation of the MOBILE-APP questionnaire"],"prefix":"10.1177","volume":"52","author":[{"given":"Maria","family":"Pinto","sequence":"first","affiliation":[{"name":"University of Granada, Spain"}]},{"given":"Dora","family":"Sales","sequence":"additional","affiliation":[{"name":"University Jaume I, Spain"}]},{"given":"Rosaura","family":"Fern\u00e1ndez-Pascual","sequence":"additional","affiliation":[{"name":"University of Granada, Spain"}]},{"given":"David","family":"Caballero-Mariscal","sequence":"additional","affiliation":[{"name":"University of Granada, Spain"}]}],"member":"179","published-online":{"date-parts":[[2018,7,22]]},"reference":[{"volume-title":"Information Literacy Competency Standards for Higher Education","year":"2000","author":"ACRL (Association of College and Research Libraries)","key":"bibr1-0961000618788726"},{"key":"bibr2-0961000618788726","unstructured":"ACRL (Association of College and Research Libraries) (2015) Framework for Information Literacy for Higher Education. 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