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Service Alert
Service Alert
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. (The National Forum on Information Literacy)
INFORMATION LITERACY VALUE RUBRIC
for more information, please contact value@aacu.org
The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty. The rubrics articulate fundamental criteria for each learning outcome, with performance descriptors demonstrating progressively more sophisticated levels of attainment. The rubrics are intended for institutional-level use in evaluating and discussing student learning, not for grading. The core expectations articulated in all 15 of the VALUE rubrics can and should be translated into the language of individual campuses, disciplines, and even courses. The utility of the VALUE rubrics is to position learning at all undergraduate levels within a basic framework of expectations such that evidence of learning can by shared nationally through a common dialog and understanding of student success. In July 2013, there was a correction to Dimension 3: Evaluate Information and its Sources Critically.
Definition
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
Framing Language
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. Although a student’s final work must stand on its own, evidence of a student’s research and information gathering processes, such as a research journal/diary, could provide further demonstration of a student’s information proficiency and for some criteria on this rubric would be required.
Directions for scoring: Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet the requirements for the last Benchmark column.
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Capstone 4 |
Milestones 3 2 |
Benchmark 1 |
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Determine Scope of Information Need |
Effectively defines the scope of the research question or need.
Effectively determines key concepts.
Types of information (sources) selected directly relate to concepts or answer research question. |
Defines the scope of the research question or need completely. Can determine key concepts. The information (sources) selected relate to concepts or answer research question. |
Defines the scope of the research question or need incompletely (parts are missing, remains too broad or too narrow, etc.). Can determine key concepts. Information (sources) selected partially relate to concepts or answer research question.
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Inadequately defines the scope of the research question or need. Incompletely determines key concepts. Information (sources) selected do not relate to concepts or answer research question. |
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Access the Needed Information * Sources in this context refers to a collection of information ** What strategy do you use and where?
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Accesses information using effective, well-designed search strategies Retrieves the most appropriate information sources. |
Accesses information using variety of search strategies Retrieves information using some relevant and varied information sources. |
Accesses information using simple search strategies. Retrieves information from limited and similar information sources. |
Accesses information randomly. Retrieves information from irrelevant sources.
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Evaluate Information and its Sources Critically * Sources in this context refer to a specific information artifact
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Chooses a variety of information sources appropriate to the scope and discipline of the research questions.
Selects sources after considering the importance (to the researched topic) of the multiple, well-matched criteria used (such as relevance to the research question, currency, authority, audience, and bias or point of view).
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Chooses a variety of information sources appropriate to the scope and discipline of the research question.
Selects sources using three, well-matched criteria (e.g. relevance to the research question, currency, authority, audience, and bias or point of view). |
Chooses a variety of information sources.
Selects sources using two of the following criteria (e.g. relevance to the research question, currency, authority, audience, and bias or point of view).
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Chooses a few information sources.
Selects sources using a single criterion (e.g. relevance to the research question). |
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Use Information Effectively to Accomplish a Specific Purpose |
Communicates, organizes and synthesizes information from sources.
Fully achieve a specific purpose, with clarity and depth |
Communicates, organizes and synthesizes information from sources.
Intended purpose is achieved. |
Communicates and organizes information from sources.
The information is not yet synthesized, so the intended purpose is not fully achieved. |
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.
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Uses Information Ethically and Legally |
Uses correctly 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).
Demonstrate a detailed and nuanced understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. |
Uses 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).
Demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. |
Uses 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).
Demonstrates a partial understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. |
Uses 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 limited understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. |
Revised May 2018 by Lincoln Land Community College in association with Value Rubrics from
Association of American Colleges & Universities. For more information, please contact value@aacu.org.
