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					Morningside College

Information Literacy Competency Rubric

Fall 2005

This rubric has been designed for use by the Morningside College faculty as a tool for assessing the extent to which students are able to demonstrate competency in information literacy. The rubric is based upon information literacy competency standards developed for higher education by the Association of College and Research Libraries. The rubric utilizes a generic design that allows faculty the freedom to determine the type of work product that best fits their discipline.

CATEGORY
Determines the nature and extent of the information needed

4 EXCEPTIONAL
Defines & articulates the need for information based upon a focused thesis statement or research question having identified all major key concepts and related terms which describe the information need Identifies and uses a variety of types and formats for sources germane to the information need; weighs information based on where it was found and the type of information

3 PROFICIENT

2 SATISFACTORY

1 EMERGENT
Is aware that information is available and needed and seeks to develop a general tentative thesis statement or research question. Begins to discover some key words for searching

Weight

Develops a more focused tentative thesis Develops a clear tentative thesis statement statement or research question; identifies key or research question; identifies key concepts concepts and related terms that describe the that describe the information need information need

Identifies a variety of types and formats as potential sources; understands that knowledge can be organized into disciplines; also distinguishes among raw data, primary and secondary sources

Recognizes that knowledge can be Is aware that information comes in a variety of types organized into disciplines that influences the and formats which can be accessed online and/or in way information is accessed the library

Accesses needed information effectively and efficiently

Knows the costs and benefits of acquiring Considers the costs and benefits of acquiring Determines the availability of needed the needed information the needed information information and makes decisions on broadening the info seeking process Reevaluates the nature and extend of the Reviews the initial information need to clarify, Values the importance of appropriate information need and views this as an on- revise and/or refine the question and information over just having a pregoing cyclical process information need. determined number of sources. Selects the most appropriate investigative Identifies appropriate investigative methods Investigates the scope, content and methods or information retrieval systems (e.g. lab experiments, simulation, fieldwork, organization of information retrieval systems for accessing the needed information etc.) & investigates benefits & applicability of various investigative methods Constructs and implements effectivelydesigned search strategies Retrieves information online or in person using a variety of methods Refines the search strategy if necessary Extracts, records and manages the information and its sources carefully Implements the search using investigative protocols appropriate to the discipline and the research

Is aware that InterLibrary loan is a possibility, that it is necessary sometimes and knows how to request ILL either in person or online Is aware that information gathered needs to be evaluated and seeks appropriate assistance in that reevaluation process Begins to investigate appropriate methods and information retrieval systems for accessing the needed information

Develops a research plan appropriate to the Begins to develop a research plan appropriate to the investigative method & selects controlled, investigative method discipline-specific vocabulary Is aware of where to find online information (search engines, databases, etc.) as well as what is available in the library Is aware that research is a process and begins to think about search strategies Begins to think about the need to organized one's research

Uses specialized online or in person services Uses various search systems to retrieve available at the institution to retrieve information in a variety of formats information needed Continues to define and develop the search strategies used Extracts, records, and manages the information and its sources Seeks assistance in determining search strategies Begins to organize the information and sources found

Prepared by Daria Bossman, November 7, 2005

CATEGORY
Evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system

4 EXCEPTIONAL
Easily can identify and summarize the main ideas to be extracted from the information gathered. Articulates and applies initial criteria for analyzing and evaluating both the information and its sources and understands the often complex context in which information is created Synthesizes main ideas to construct new concepts

3 PROFICIENT
Summarizes the main ideas to be extracted from the information gathered

2 SATISFACTORY

1 EMERGENT

Weight

In synthesizing the main idea from an Can synthesize the main idea from an article or information source, can distinquish bias and source of information most of the time; attempts to perspective accurately quote sources but often without comment or evaluation Examines and compares information from Becoming aware that there are specific criteria for various sources in order to evaluate the evaluation of information and sources and reliability, validity, accuracy, authority, attempts to evaluate sources based on these criteria timeliness and point of view or bias; differentiates between and uses primary and secondary sources successfully Recognizes interrelationships among Developing general awareness that new concepts concepts and combines them into potentially can be developed from existing knowledge useful primary statements with supporting evidence Uses consistently selected criteria to determine whether the information contradicts or verifies information used from other sources and determines probable accuracy by questioning the source of the data, the limitations of the informationgathering tools/strategries, & the reasonableness of the conclusions Selects information that provides evidence for the topic; draws conclusions based upon information gathered; determines whether information satisfies the research or other information need

Analyzes the structure and logic of supporting arguments or methods; recognizes prejudice, deception or manipulation; recogizes cultural, physical or other context within which information was created and understands context Extends initial synthesis, when possible, at a higher level of abstraction to construct new hypotheses that may require additional information Tests theories with discipline-appropriate techniques (e.g., simulators, experiments) and integrates new information with previous information or knowledge

Compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information

Determines whether the new knowledge has an impact on the individual’s value system and takes steps to reconcile differences

Determines whether the new knowledge has Determines whether to incorporate or reject an impact on the individuals' value system viewpoints encountered

Investigates differing viewpoints encountered in the literature

Validates understanding and interpretation Actively seeks expert opinion though a of the information through discourse with variety of mechanisms. (e.g. interviews, eother individuals, subject-area experts, mail, listservs, etc.) and/or practitioners Determines whether the initial query should be revised Reviews search strategy and incorporates additional concepts as necessary

Actively engaged in classroom and other discussions and within classroom and eternal communication forums designed to encourage discourse on the topic Reviews information retrieval sources used and expands to include others as needed

Participates in classroom and other discussions and participates in class-sponsored electronic communicatio forums designed to encourage discourse on the topic (e.g. e-mail, bulletin boards, chat rooms, etc.) Is aware that revision is an accepted part of the process and is necessary

Prepared by Daria Bossman, November 7, 2005

CATEGORY
Uses information effectively, individually or as a group, to accomplish a specific purpose

4 EXCEPTIONAL
Applies new and prior information to the planning and creation of a particular product or performance

3 PROFICIENT

2 SATISFACTORY

1 EMERGENT
Organizes the content in a manner that supports the purposes and format of the product or performance (e.g. outlines, drafts, story-boards, etc.)

Weight

Manipulates digital text, images, and data as Articulates knowledge and skills transferred needed, transferring them from their original from prior experiences to planning and locations and formats to a new context creating the product or performance; Integrates the new and prior experiences, including quotations and paraphrasing in a manner that supports the purposes of the produce/performance

Continual, on-going revision of the development process for the product or performance Communicates the product or performance effectively and cogently to others; makes adjustments and incorporates new information flawlessly

Revises the development process for the product or performance

Developing a clearer vision of the Uncertain as to whether original information need developmental, cyclical process of research has been satisfied and revision Demonstrating a developing awareness of Is unsure how to best communicate effectively to skiils needed to effectively communciate the others the product or performance product or performance to others Demonstrates an understanding of Identifies and discusses issues related to censorship intellectural property, copyright, and fair use and freedom of speech as well as privacy issues and of copyrighted materials security in both print and electronic environments

Growing ease and effectiveness in communicating the product or performance to others Understands many of the ethical, legal and socioeconomic issues surrounding informaton and information technology

Understands many of the economic, legal, and socioeconomic issues surrounding the use of information and accesses and uses information ethically and legally

Understands most if not all of the ethical, legal and socioeconomic issues today surrounding information and information technology and knows how to respond appropriately to these issues Follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources

Increasing familarity with specific laws, regulations, institutional policies and etiquette related to the access of and use of information resources and how to follow them.

Becoming familiar with specific laws, regulations, institutional policies and etiquette related to the access and use of information resources

Growing awareness that there are laws, regulations, institutional policies and eitquette related to the access and use of information resources

Always acknowledges the use of Acknowledges the use of information sources information sources in communicating the in communicating the product or the product or performance performance; direct quotes are less than 10% of the material

Consistently uses appropriate documentation styles, citing sources accurately, and has an aware of copyright laws and the seriousness of plagiarism

Knows about appropriate documentation styles and is learning to use it consistently to cite sources; can define plagiarism, but does not always understand how to totally avoid it

Example of how the

Acknowledges the use of information Acknowledges the use of information

sources consistently and accurately in sources consistently in communicating above (last) standard communicating their product or their product or performance. They have could be modified by performance. Possesses a strong a strong command of the APA style; working knowledge of APA as well as a dept. such as the direct quotes are less than 10% of the several other citation styles. Direct

Education Dept.

quotes are minimal and appropriate

material

Education students are familiar with several documentation styles, but most comfortable with the APA style and are able to cite sources accurately according to APA. They are aware of copyright laws and the seriousness of plagiarism along with a growing awareness of how to recognize plagiarism and avoid it

Education students know about appropriate documentation styles, specifically beginning to learn the APA style applying it to consistenly cite sources. The education major can define plagiarism, but does not always recognize it nor understand how to totally avoid it

5%

Prepared by Daria Bossman, November 7, 2005

CATEGORY

4 EXCEPTIONAL

3 PROFICIENT

2 SATISFACTORY

1 EMERGENT

Weight

Prepared by Daria Bossman, November 7, 2005

CATEGORY

4 EXCEPTIONAL

3 PROFICIENT

2 SATISFACTORY

1 EMERGENT

Weight

Prepared by Daria Bossman, November 7, 2005

CATEGORY

4 EXCEPTIONAL

3 PROFICIENT

2 SATISFACTORY

1 EMERGENT

Weight

Prepared by Daria Bossman, November 7, 2005


				
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