- Information Literacy Standards
Standard 1: ...determines the nature and extent of the information needed.
Standard 2: ... accesses needed information effectively and efficiently.
Standard 3: ...evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
Standard 4: ...individually or as a member of a group, uses information effectively to accomplish a specific purpose.
Standard 5: ...understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.
From Association of College and Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education
Information Literacy Value Rubric from AAC&U
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.
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 studentsí 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 studentís final work must stand on its own, evidence of a studentís research and information gathering processes, such as a research journal/diary, could provide further demonstration of a studentís information proficiency and for some criteria on this rubric would be required.
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