Information Literacy Rubric for Integrative Studies General Education Program (ISP)
at Keene State College
Information Literacy Rubric | |||||
Student will be able to… | LL1 | LL2 | LL3/UL1 | UL4 | UL5 |
1. Identify and refine the information need. |
Does not define or incorrectly defines the scope/extent of the information needed |
Incompletely/ partially defines the scope/extent of the information needed (e.g., parts missing, too broad, too narrow) |
Defines the scope/extent of the information needed | Defines the full scope/extent of the information needed and makes connections between/among concepts |
Refines the scope/extent of information needed as their knowledge develops |
LL1 | LL2 | LL3/UL1 | UL4 | UL5 | |
2. Develop appropriate methods and effective strategies to search for and access information. (NOTE: this outcome is likely only assessable on assignments that reflect a student’s process e.g., benchmark essays, reflective process essays, a research log, database search history, etc.) |
Uses no clearly defined strategy to search for information; accesses information randomly and by chance (e.g., doesn’t consider types of information available, Identifies no keywords to use for searching e.g., searches using a full sentence) |
Uses a simple strategy to search for information ( e.g., Identifies keywords to use for searching but some may be inappropriate or unrelated); accesses information from limited and similar sources |
Uses a strategy/strategies to search for information (e.g., Identifies keywords and synonyms/ related concepts to use for searching, Boolean, uses database or search functions); accesses appropriate and adequate information sources for their needs |
Revises strategies to search for information(e.g., reflects persistence in research) ; accesses a variety of types of information sources (e.g., considers the variety of types of information available, books, articles, primary, secondary, in-person, audio, discipline specific, etc.,) |
Uses sophisticated strategies to search for information(e.g., uses controlled vocabulary/subject terms, follows citations, networks with others, etc.,); accesses a variety of types of information sources (e.g., considers the variety of types of information available, books, articles, primary, secondary, in-person, audio, discipline specific, etc.,) |
LL1 | LL2 | LL3/UL1 | UL4 | UL5 | |
3. Critically evaluate information sources in order to identify the appropriate use of information. Evaluative criteria should be appropriate for the project. Example criteria include currency/timeliness, reliability, authority, purpose, relevance. |
Does not differentiate between types of sources |
Differentiates between types of sources (e.g., book, article, transcript, etc.,) but may not be able to identify the appropriate use for the type of information (e.g., encyclopedias provide background info.) |
Differentiates between types of sources (e.g., book, article, transcript, etc.,); Uses the appropriate type of information for their purposes (e.g., encyclopedias for background information /definitions, research articles, scholarly publications, interviews, etc.) | ||
Identifies no evaluative criteria; Uses information wholesale; | Identifies basic criteria (e.g., currency, author) to evaluate information and its source; Does not identify the viewpoint/bias/assumptions of the information | Identifies advanced criteria (e.g., authority, purpose) to evaluate information and its source; Identifies viewpoint/bias/assumptions of some sources inaccurately or incompletely |
Identifies advanced criteria (e.g., authority, purpose) to evaluate information and its source; Identifies viewpoint/bias/assumptions of sources accurately Provides a limited/unclear/faulty rationale for using the information and may use some information out of context |
Identifies advanced criteria (e.g., authority, purpose) to evaluate information and its source; Identifies viewpoint/bias/assumptions of sources accurately AND own viewpoints/bias/assumptions related to the information and its sources Provides a reasoned, topic appropriate rationale for using the information and uses information in context |
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LL1 | LL2 | LL3/UL1 | UL4 | UL5 | |
4. Use information effectively to create and communicate their projects or performances. |
See other ISP outcomes & rubrics such as writing, media fluency, communication, creative thinking. |
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LL1 | LL2 | LL3/UL1 | UL4 | UL5 | |
5. Use information ethically and legally and accurately document their use of information sources. *NOTE: Currently this rubric is best used for written products. However a rubric for other forms of work is under development. |
Does not cite sources. |
Inconsistently or incompletely cites sources. Does not use the correct style. | Includes end of text and in text citations. Follows citation style guide conventions with some errors. | Cites sources correctly. Includes end of text and in text citations. Follows citation style guide conventions with no errors. | |
Consistent incidents of unintentional plagiarism/ misuse of works of others showing little understanding of academic integrity and intellectual property rights. |
Repeated incidents of unintentional plagiarism/ misuse of works of others due to misunderstanding of a single concept (e.g. misunderstanding citing, summarizing, paraphrasing, quoting, etc.,) |
Isolated incident of unintentional plagiarism/ misuse of works of others due to misunderstanding of a single concept (e.g. misunderstanding citing, summarizing, paraphrasing, quoting, etc.,) |
No plagiarism/misuse of works of others occurs showing understanding of academic integrity and intellectual property rights |
No plagiarism/misuse of works of others occurs and creates new work (e.g. synthesizes or summarizes and creates new knowledge) without compromising intellectual property rights/maintaining academic integrity in their own work and the works of others |