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Information Literacy Student Learning Outcomes - University of Kentucky

1  Defines  extent of  information needed 0 Emerging 1 Developing 2 Proficient 3 Distinguished
Defines research question/topic and articulates keywords Does not define a research question/topic. Defines an incomplete research question /topic. (e.g. too broad or too narrow) Defines a complete research question /topic. Defines a complete research question /topic.
Does not articulate keywords appropriate for the topic. Articulates a list of keywords that are incomplete or inappropriate for the topic. Articulates a sufficient list of keywords to define the topic. Articulates a comprehensive list of keywords for each aspect of the research topic. 
2  Constructs effective research strategy 0 Emerging 1 Developing 2 Proficient 3 Distinguished
2.1 Constructs search terms and phrases Uses everyday language to describe key concepts. Uses everyday language to describe key concepts. Uses everyday language and synonyms to describe key concepts. Uses everyday language and synonyms to describe key concepts.
Lists synonyms to expand key concepts.    
  Translates everyday language and synonyms into appropriate subject terms for key concepts. Translates everyday language and synonyms into appropriate subject terms for key concepts.
     
    Combines key concepts to formulate a search strategy.
2.2  Refines Search Conducts a single search. Conducts multiple searches using similar strategies. Conducts multiple searches using a variety of strategies (uses different keyword combinations, combines terms with “AND”, “OR”, etc.) Conducts multiple searches using a variety of strategies (uses different keyword combinations, combines terms with “AND”, “OR”, etc.)
   
Refines search by narrowing and broadening based on results of previous search. Refines search by narrowing and broadening based on results of previous searches.
  Uses multiple search fields in combination (subject, author, title, source, etc.) May also limit by date, by language.
3 Identifies and selects appropriate information research tools 0 Emerging 1 Developing 2 Proficient 3 Distinguished
Information research tools  may be a database, index, web site, etc. Does not show evidence of using more than one information research tool. Examines a variety of information research tools. Examines a variety of information research tools. Examines a variety of information research tools.
  Does not identify information research tool or identifies only partially or incorrectly.   Identifies information research tool that is general in scope. Identifies information research tool that is appropriate to research topic. Identifies information research tool that is appropriate to research topic.
    Provides vague or ambiguous rationale for selection. Articulates rationale for selection. Articulates rationale by differentiating among information research tools and describing rationale for selection.
4 Evaluates information effectively 0 Emerging 1 Developing 2 Proficient 3 Distinguished
Types of information sources include:        books,  articles (scholarly, trade, or popular), web sites, primary source materials, videos, audio/sound recordings,  images, etc. Does not identify the type of information source or identifies inaccurately. Identifies the type of information source accurately. Identifies the type of information source accurately. Identifies the type of information source accurately.
  Shows evidence of minimal examination of source. Applies partial evaluative criteria (i.e. authority, currency, reliability,  purpose/bias, relevance) Examines source and applies evaluative criteria (i.e. authority, currency, reliability,  purpose/bias, relevance) Examines source and applies evaluative criteria (i.e. authority, currency, reliability,  purpose/bias, relevance)
      Articulates the relevance between selected source and topic. Articulates the relevance between selected source and topic.
         
        Uses specific criteria to provide a rationale for selecting the source.