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ACRL Framework rubric: Information Creation as a Process

The following rubric is one of three, all derived from the Framework for Information Literacy for Higher Education (2016) of the Association of College and Research Libraries, that will begin the Bloomsburg University approval process in fall, 2017.  They have been developed for a required course for English majors at with an information literacy component; assessment is currently based on the Information Literacy VALUE Rubric (2009) of the American Association of Colleges & Universities. The rubrics have received some positive initial reception from the department and university communities.  They are published here to represent one conception of the ACRL Framework and, hopefully, to inspire dialogue and questioning.
 
The rubrics have four innovative features.  First, they organize the three components of the Framework – frame, dispositions, and knowledge practices – so that each rubric addresses one frame; the dispositions are treated as learning outcomes or objectives, and the knowledge practices are treated as descriptors (in this rubric, evidence of dispositional development).  Second, scorers are not limited to any one set of learning practices for assessing progress in acquiring dispositions, but can draw on any practice relevant to the disposition.  Third, the subject need not apply all or even most of the learning practices nor demonstrate acquisition of all the dispositions to attain an “expert” score; quality is more important than coverage. And fourth, each rubric is intended to be applied at once both to an artifact and to a structured reflection upon that artifact.  Sample prompts for reflections on all three rubrics are included on the last page.
 
Terry Riley
Bloomsburg University
 
ACRL Information Literacy Rubric
ENGLISH 203: Approaches to Literary Study
Concepts, Dispositions, and Knowledge Practices drawn from Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education. Three of the Framework’s six concepts included.  Modifications of language bracketed.  Bracketed ellipsis […] indicates Dispositions or Knowledge Practices excluded from the rubric.
Assessment should be based both on artifacts and student reflections; a single artifact and reflection could be sufficient, if the artifact is intellectually ambitious and purposeful, and if the reflection addresses two or more of the Frames.  Neither all the Dispositions nor all the Learning Practices need be represented for the student to score at the Expert level.
 
 
ACRL Frame:  
      Information  
      Creation as a
      Process
 
ACRL Dispositions:
Learners who are developing IL [process] abilities
ACRL Knowledge Practices
         (Expert:
           Capstone 4)
 
Indicators of achievement:
Learners who are developing IL [process] abilities
ACRL Knowledge                ACRL Knowledge
Practices                                Practices
          (Milestone 3)                       (Milestone 2)
 
 
Indicators of achievement:    Indicators of achievement:
Learners who are                      Learners who are
developing IL [process]           developing IL [process]
abilities                                    abilities
 ACRL Knowledge   
 Practices
          (Novice:
             Benchmark 1)
 
 Indicators of achievement:
 Learners who are  
 developing IL [process] 
 abilities
Benchmark not met 0
-- are inclined to seek out characteristics of information products that indicate the underlying creation process;
 
-- value the process of matching an information need with an appropriate product;
 
[…]
 
-- accept the ambiguity surrounding the potential value of information creation expressed in emerging formats or modes.
 
[…]
-- understand that different methods of information dissemination with different purposes are available for their use.
-- articulate the capabilities and constraints of information developed through various creation processes;
 
-- assess the fit between an information product’s creation process and a particular information need;
 
-- articulate the traditional and emerging processes of information creation and dissemination in a particular discipline;
 
[…]
 
-- [demonstrate], in their own creation processes, an understanding that their choices impact the purposes for which the information product will be used and the message it conveys.
 -- [respond  appropriately to] the capabilities and constraints of information developed through various creation processes;
 
-- [respond appropriately to] an information product’s creation process and a particular information need;
 
-- [respond appropriately to] the traditional [...] processes of information creation and dissemination in a particular discipline;
 
[…]
-- [usually demonstrates some awareness] that their choices impact the purposes for which the information product will be used and the message it conveys.
 -- [can work with some success with] information developed through various creation processes;
 
-- [can appropriately match] an information product’s creation process [… to a general] information need;
 
-- [can describe in general terms] the traditional [...] processes of information creation and dissemination;
 
[…]
 
-- [may recognize] that their choices impact the purposes for which the information product will be used [or] the message it conveys [but do not sufficiently convey that awareness in their writing].
-- [have unequal success using] information developed through [some]  creation processes;
 
-- [have unequal success matching] an information product’s creation process [… to a general] information need;
 
-- [have unequal success in recognizing] traditional [or] emerging processes of information creation and dissemination
 
[…]
 
-- [demonstrate little awareness] that their choices impact the purposes for which the information product will be used [or] the message it conveys.
 
 
 
 
 
 
A zero is assigned to any research  artifact + reflection that does not attain Novice- level performance.
           
 
 
 
 
 
 
ACRL Frame:  
      Information  
      Creation as a
      Process
 
ACRL Dispositions:
Learners who are developing IL [process] abilities
-- are inclined to seek out characteristics of information products that indicate the underlying creation process;
 
-- value the process of matching an information need with an appropriate product;
 
[…]
 
-- accept the ambiguity surrounding the potential value of information creation expressed in emerging formats or modes.
 
[…]
-- understand that different methods of information dissemination with different purposes are available for their use.
Text Box: Prompts: describe your most two valuable sources for this project.  What makes those sources uniquely useful for your purposes?