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iRubric: Information Literacy VALUE Rubric

iRubric: Information Literacy VALUE Rubric

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Information Literacy VALUE Rubric 
The ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand. - Adopted from the National Forum on Information Literacy. This rubric is recommended for use evaluating a collection of work, rather than a single work sample in order to fully gauge students’ information skills. Ideally, a collection of work would contain a wide variety of different types of work and might include: research papers, editorials, speeches, grant proposals, marketing or business plans, PowerPoint presentations, posters, literature reviews, position papers, and argument critiques to name a few. In addition, a description of the assignments with the instructions that initiated the student work would be vital in providing the complete context for the work. Courtesy of AAC&U: http://aacu.org/value/index.cfm
Rubric Code: N476AB
By AACU_VALUE
Ready to use
Public Rubric
Subject: (General)  
Type: (Other)  
Grade Levels: Undergraduate, Graduate

Powered by iRubric Information Literacy VALUE Rubric
  Capstone

4 pts

Milestone

3 pts

Milestone

2 pts

Benchmark

1 pts

Determine Information Needed

Determine the Extent of Information Needed
Capstone

Effectively defines the scope of the research question or thesis. Effectively determines key concepts. Types of information (sources) selected directly relate to concepts or answer research question.
Milestone

Defines the scope of the research question or thesis completely. Can determine key concepts. Types of information (sources) selected relate to concepts or answer research question.
Milestone

Defines the scope of the research question or thesis incompletely (parts are missing, remains too broad or too narrow, etc.). Can determine key concepts. Types of information (sources) selected partially relate to concepts or answer research question.
Benchmark

Has difficulty defining the scope of the research question or thesis. Has difficulty determining key concepts. Types of information (sources) selected do not relate to concepts or answer research question.
Access the Needed Information

Capstone

Accesses information using effective, well-designed search strategies and most appropriate information sources.
Milestone

Accesses information using variety of search strategies and some relevant information sources. Demonstrates ability to refine search.
Milestone

Accesses information using simple search strategies, retrieves information from limited and similar sources.
Benchmark

Accesses information randomly, retrieves information that lacks relevance and quality.
Evaluate Information

Evaluate Information and its Sources Critically
Capstone

Thoroughly (systematically and methodically) analyzes own and others' assumptions and carefully evaluates the relevance of contexts when presenting a position.
Milestone

Identifies own and others' assumptions and several relevant contexts when presenting a position.
Milestone

Questions some assumptions. Identifies several relevant contexts when presenting a position. May be more aware of others' assumptions than one's own (or vice versa).
Benchmark

Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions). Begins to identify some contexts when presenting a position.
Use Information Effectively

Use Information Effectively to Accomplish a Specific Purpose
Capstone

Communicates, organizes and synthesizes information from sources to fully achieve a specific purpose, with clarity and depth
Milestone

Communicates, organizes and synthesizes information from sources. Intended purpose is achieved.
Milestone

Communicates and organizes information from sources. The information is not yet synthesized, so the intended purpose is not fully achieved.
Benchmark

Communicates information from sources. The information is fragmented and/or used inappropriately (misquoted, taken out of context, or incorrectly paraphrased, etc.), so the intended purpose is not achieved.
Accessing and Using Information

Access and Use Information Ethically and Legally
Capstone

Students use correctly all of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrate a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.
Milestone

Students use correctly three of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.
Milestone

Students use correctly two of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.
Benchmark

Students use correctly one of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.



Keywords:
  • Information literacy, Accessing information, Using information, Evaluating

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