Information Literacy Rubric

[PDF version]

	Novice	Developing	Accomplished
Prepare for Research	Uses a few resources for topic overview Lacks knowledge in developing a thesis statement Needs assistance in identifying key concepts and words	Uses a variety of resources for topic overview Develops a clear thesis statement --or-- Formulates a question based on information needed Identifies key concepts and words	Uses a wide range of resources for topic overview Explores topic from multiple perspectives and viewpoints Defines or modifies information for a manageable focus
Generate Search Strategy and Access Resources	Needs assistnace in locating relevant resources in a variety of formats Needs assistance to use search tools Needs assistance to design a search strategy	Locates, selects, and retrieves a variety of relevant resources in various formats Constructs a search strategy appropriate to information needs	Selects best resource and evaluation criteria for meeting information need Selects a discipline-specific search strategy Determines gaps and inconsistencies to revise the strategy as needed
Evaluate and Process Information	Sorts data Restates information Chooses information which answers information need	Classifies data and makes comparisons Summarizes information and ideas in response to defined need with discipline-appropriate techniques Evaluates validity and reliability of chosen information	Experiments with imaginative reorganization of data Synthesizes, summarizes, and compares/contrasts information from multiple sources in the formulation of new ideas
Transfer and Apply Learning	Shares limited information Identifies new learning Fails to see connections and make relationships between old and new knowledge Exhibits little evidence of personal connections	Presents some meaningful information Identifies new learning and reflects on uses Sees connections and relationships between old and new knowledge	Communicates personal learning effectively and facilitates new learning for others Relates new learning to personal experience and information need Produces new information by combining existing information, original thought, experimentation, and/or analysis Evaluates and revises for an articulate outcome specifically targeted to an intended audience
Incorporate Information Technology	Uses technologies to access information (databases, online library catalogs, websites)	Selects appropriate technologies to access, record, and present information Organizes content, manipulates digital text, images, and data from original locations to new location and context	Integrates technologies where appropriate to interpret and communicate information Selects best technologies for subject discipline and information need
Practice Legal and Ethical Use of Information	Lacks understanding of ethical, legal, and socioeconomic issues Fails to follow appropriate copyright and plagiarism policies Inappropriately acknowledges sources	Understands issues related to free and proprietary sources, copyright issues, and plagiarism concerns Acknowledges most sources in an appropriate style	Identifies issues of privacy, security, censorship, and freedom of speech Demonstrates an understanding of intellectual property, copyright, plagiarism, and relevant institutional policies Consistently cites sources in an appropriate style

References:
Bulaong, G., Hoch, H., & Matthews, R.  (2003, March 4). Institutional example; New Jersey City University
    information literacy scoring rubric.Jersey City, NJ: Author.
Koechlin, C., & Zwaan, S.  (2001).  Information Literacy Rubric.  In Info Tasks for Successful Learning (p. 10).
    Markham, ON, Canada: Pembroke. 
Koechlin, C., & Zwaan S.  (2003).  Build your own information literate school.  Salt Lake City, UT:  Hi Willow
    Research.