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Southern Oregon University Information Literacy Rubric

Definition
The ability to know when there is a need for information, to be able to locate, evaluate, and effectively and responsibly use and share that information for the problem at hand. 

 

Performance Level Label Performance Level Label Performance Level Label Performance Level Label
Criteria Beginning
1
Developing
2
Accomplished
3
Exemplary
4

Determine the Extent of Information Needed 

a) Has difficulty defining the scope of the research question or thesis (too broad or narrow).

b) Has difficulty determining the key concepts and descriptors.

c) Selects types of information (sources) unrelated to key concepts or that answer research question. 

a) Defines the scope of the research question or thesis incompletely (missing details).

b) Determines some of the key concepts and descriptors.

c) Selects types of information (sources) partially related to key concepts or that answer research question.

a) Defines the scope of the research question or thesis for the most part and is working toward completion.

b) Determines most of the key concepts and descriptors.

c) Selects types of information (sources) mostly related to key concepts or that answer research question.

a) Defines the scope of the research question or thesis completely.

b) Determines key concepts and descriptors.

c) Selects types of information (sources) directly related to key concepts or that answer research question. 

Access Information Effectively and Efficiently

a) Has difficulty distinguishing the subject and descriptor terms from a keyword used in databases.
b) Accesses little or no information from scholarly sources with primary research.
c) Accesses information randomly to retrieve information.
d) Difficulty reformulating or refining a search to find needed information.

a) Identifies some of the subject and descriptor headings used in databases.
b) Accesses some information from limited number of scholarly sources with primary research.
c) Accesses information using simple search strategies.
d) Recognized the necessity to reformulate and refine a search.

a) Identifies many of the subject and descriptor headings used in databases.
b) Accesses a good portion of information from scholarly sources with primary research.
c) Accesses information using variety of search strategies.
d) Limited ability to reformulate and refine a search. 

a) Identifies subject and descriptor headings used in databases.
b) Accesses information from the most appropriate scholarly sources with primary research.
c) Accesses information using well-designed search strategies.
d) Reformulates and refines a search when needed.

Evaluate Information and Resources 

a) Shows an emerging awareness of own assumptions.
b) Begins to identify some contexts when presenting a position

a) Identifies and questions own and others' assumptions.
b) Identifies some relevant contexts when presenting a position. May be more aware of others' assumptions than one's own (or vice versa). 

a) Compares and contrasts own and others' assumptions.
b) Finds several relevant contexts when presenting a position. 

a) Systematically analyzes own and others' assumption.
b) Carefully evaluates the relevance of contexts when presenting a position. 

Integrate Information Ethically and Legally  

a) Students use correctly one of the following:

- use of citations and references;
-choice of paraphrasing, summary, or quoting;
-using information in ways that are true to original context;
-distinguishing between common knowledge and ideas requiring attribution);
- demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. 

a) Students use correctly two of the following:

- use of citations and references;
-choice of paraphrasing, summary, or quoting;
-using information in ways that are true to original context;
-distinguishing between common knowledge and ideas requiring attribution);
- demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

a) Students use correctly three of the following :

- use of citations and references;
-choice of paraphrasing, summary, or quoting;
-using information in ways that are true to original context;
-distinguishing between common knowledge and ideas requiring attribution);
- demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

a) Students use correctly all of the following:

- use of citations and references;
-choice of paraphrasing, summary, or quoting;
-using information in ways that are true to original context;
-distinguishing between common knowledge and ideas requiring attribution);
- demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Dale Vidmar - Information Literacy and Instruction Librarian
Southern Oregon University Hannon Library