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AAC&U VALUE Information Literacy Rubric Revision - Langridge

  Performance Level Label
3
Performance Level Label
2
Performance Level Label
1
 Define Research Question/Thesis

(Determine the Extent of Information Needed)
Student:
  • Defines the scope of a research question/thesis, and scope is interesting, creative, or original.
Student:
  • Defines the scope of a research question/thesis, but scope is incomplete (parts are missing, remains too broad or too narrow, etc.).
Student:
  • Does not define the scope of a research question/thesis.
Determine Key Concepts

(Determine the Extent of Information Needed)
Student:
  • Determines key concepts/terms that describe the research question/thesis fully including relevant variants.
Student:
  • Determines key concepts/terms that describe the research question/thesis partially.
Student:
  • Does not determine key concepts/terms that describe the research question/thesis.
Identify Relevant Types of Sources

(Determine the Extent of Information Needed)
Student:
  • Identifies types of information (sources) that relate to concepts or answer research question/thesis.
Student:
  • Identifies types of information (sources) that partially relate to concepts or answer research question/thesis.
Student:
  • Does not identify types of information (sources) that relate to concepts or answer research question/thesis.
Access the Needed Information Student:
  • Accesses information using effective, well-designed search strategies and relevant information sources.
  • Demonstrates persistance and ability to refine search.
Student:
  • Accesses information using simple search strategies, retrieves information from limited and similar sources.
Student:
  • Accesses information randomly, retrieves information that lacks relevance and quality. 

Applies Criteria

(Evaluate Information and its Sources Critically)

Student:
  • Provides a detailed analysis of information or its source.
  • Uses a comprehensive list of standard evaluation criteria.
Student:
  • Provides a superficial analysis of information or its source.
  • Uses a limited standard list of evaluation criteria.
Student:
  • Does not provides an analysis of information or its source.
Analyzes Assumptions

(Evaluate Information and its Sources Critically)
Student:
  • Recognizes, acknowledges,  and ameliorates his/her own assumptions related to information and its sources.
Student:
  • Recognizes and  acknowledges his/her own assumptions related to information and its sources.
Student:
  • Does not recognize or acknowledge his/her own assumptions related to information and its sources.
Uses Judgment

(Evaluate Information and its Sources Critically)
 Student:
  • Provides a reasoned rationale for using information or its source for a given research question/thesis/context.
 Student:
  • Provides a limited, incomplete, or faulty rationale for using information or its source for a given research question/thesis/context.
 Student:
  • Does not provide a reasoned rationale for using information or its source for a given research question/thesis/context.
Use  Information Effectively to Accomplish a Specific Purpose Student:
  • Organizes content in a manner that supports the purposes and format of the product/performance.
  • Synthesizes new and prior information to create a product/performance.
  • Communicates information from sources via products/performances with clarity and depth. 
Student:
  • Organizes content in a manner that partially supports the purposes and format of the product/performance.
  • Applies new or prior information to create a product/performance.
  • Communicates information from sources via products/performances.
Student:
  • Does not organize content in a manner that supports the purposes and format of the product/performance.
  • Does not apply new or prior knowledge to create a product/performance.
  • Communicates information from sources via products/performances in a fragmented manner.

 

Access and Use Information Ethically and Legally Student:
  • Distinguishesbetween common knowledge and ideas requiring attribution.
  • Uses information in ways that are true to original context.
  • Includes end-of-text and in-text corresponding citations and references.
  • Follows style guide conventions correctly.
  • Paraphrases, summarizes, and quotes appropriately.
Student:
  • Distinguishesbetween common knowledge and ideas requiring attribution.
  • Uses information in ways that are true to original context.
  • Includes end-of-text and corresponding in-text citations and references.
  • Follows style guide conventions with errors.
Student:
  • Distinguishesbetween common knowledge and ideas requiring attribution.
  • Uses information in ways that are true to original context.
  • Includes end-of-text and in-text citations and references.
  • Does not follow style guide conventions.