Information Literacy Example Rubric

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Information Literacy Example Rubric
Learning outcome: Students will be information literate.
Work product: Portfolio of writing

Learning Outcome Component

 

Novice

Developing

Proficient

Accomplished

Extent of information:

 

 

 

 

1. Defines and articulates the need for information

1. Cannot develop a thesis statement

 

1. Develops a clear thesis statement, formulates a question based on information needed

1. Defines or modifies information to achieve a manageable focus and can identify key concepts and terms

1. Combines existing information and original thought, experimentation and/or analysis to produce new information

 

2. Identifies a variety of types and formats of potential sources

2. Does not recognize that knowledge is organized into disciplines and cannot locate information beyond local and print resources

2. Recognizes that knowledge is organized into disciplines and identifies the value differences of potential resources

2. Identifies the purpose and audience of potential resources, reevaluates the nature and extent of information needed, and differentiates between primary and secondary sources

2. Recognizes the use and importance of primary and secondary sources and realizes that information may need to be constructed with raw data from primary sources

 

Access to information:

 

 

 

 

1. Retrieves information using a variety of methods

1. Cannot retrieve information effectively from any source

 

1. Uses various search systems in a variety of formats

 

1. Uses various classification schemes and other systems to locate information resources and indentifies specific sites for exploration

1. Uses specialized services as well as surveys, letters, interviews and other forms of inquiry to retrieve primary information

 

2. Extracts, records, and manages the information and its sources

2. Cannot select appropriate information technologies to gather information

2. Selects appropriate sources and can create a system for organizing the information

2. Differentiates between types of sources and understands the elements and syntax of citations

2. Uses various technologies to manage information and can record all pertinent citation information for a wide range of resources

 

Evaluation of information:

 

 

 

 

1. Summarizes main ideas to construct new concepts

1. Cannot synthesize main ideas

 

1. Uses computer and other technologies for studying the interaction of ideas and other phenomena

 

1. Recognizes interrelationships among concepts and combines them into potentially useful primary statements with supporting evidence

 

1. Extends initial synthesis to construct new hypotheses that may require additional information

 

2. Determines whether the initial query should be revised.

2. Cannot determine if information needs have been satisfied

2. Determines if original information need has been satisfied or if added information is needed

 

2. Reviews search strategy and incorporates additional concepts as necessary

2. Reviews information retrieval sources and search strategies used to revise initial queries

 

 Rubric is a modification of one presented by: Maki, P. (2004). Assessing for learning: Building a sustainable commitment across the institution. Sterling, VA: Stylus Publishing, LLC.