ࡱ> IKH bjbjcTcT 44>>'''' 3T'W$(#######$&(J##$ ##*"|#+(E|'"#'$0W$"(($#(# ##W$( : Information Literacy Rubric ACRL StandardBeginning IndicatorsProficient IndicatorsAdvanced IndicatorsDetermine and articulate extent of information neededstated topic imprecise and unfocused identifies a small number of information sourcesstated topic adequately precise and focused identifies an adequate number of potential and appropriate information sourcesstated topic clear, suitably narrowed, and nicely articulated identifies a wide-spanning and exhaustive number of potential and appropriate information sourcesAccess the needed information effectively and efficientlysearch strategy inappropriate to task and haphazardly designed unable to refine search strategy unable to manage information and its sources effectivelysearch strategy appropriate to task and somewhat considered can identify problems in search strategy manages information and its sources somewhat effectivelysearch strategy appropriate to task and carefully considered problems in search strategy are identified and remedied manages information effectively and efficientlyEvaluate information and its sources critically and incorporate into knowledge base and value systemunaware of critical criteria used to examine information and its sources has difficulty recognizing context of information and its sources puts forth little effort into synthesizing information into new, more abstract concepts unable to determine whether or not information satisfies research needsapplies adequate critical criteria to examine information and its sources can recognize the context of information and its sources puts forth some effort into synthesizing information into new concepts can adequately determine whether or not information satisfies research needsapplies critical criteria rigorously and well to information and its sources recognizes context of information and its sourcesand the implications this context has on research needs synthesizes information into new, abstract concepts that may require additional supporting information recognizes need for additional information; revises topic as needed to reflect information foundUse information effectively to accomplish a specific purposehas difficulty assimilating prior and new information to plan and create a specific product unable to revise research/development process has difficulty communicating information in product form (paper, performance, etc.) can adequately transfer knowledge from prior experiences into the planning and production of new research revises research/development processes as needed communicates information in product form moderately wellcapably incorporates past and present knowledge into planning and creating a new product, utilizing multiple technologies and formats through conscious critical reflection, proactively revises research/development processes to optimize outcome communicates information in product form clearly and in a distinct voice, with an eye to design and communication principles Understand economic, legal, and social issues surrounding use of information; access and use information ethically and legallyunable to identify nor discuss issues related to privacy, security, censorship, fair-use, intellectual property, copyright, or free vs. fee-based access to information has little knowledge or respect for laws, institutional policies, or etiquette related to using and accessing information does not consistently or appropriately acknowledge use of outside information resources (citation, paraphrasing, etc.) can identify and discuss a few issues related to socio-economic, ethical, and legal use of information has some knowledge and respect for laws, institutional policies, and etiquette related to using and accessing information appropriately acknowledges use of information sources most of the timeadeptly identifies and discusses most issues related to socio-economic, ethical, and legal use of information shares knowledge and demonstrates respect for laws, institutional policies, and etiquette related to using and accessing information takes care to cite information sources appropriately and consistently Sources: The Information Literacy Competency Standards for Higher Education. Approved by the Board of Directors of the Association of College and Research Libraries on January 18, 2000. Endorsed by the American Association for Higher Education and the Council of Independent Colleges. Available at:  HYPERLINK "http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm#stan" http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm#stan Big6 Associates, LLC. Rubric for Assessment: Integrated Problem Solving Model. 2002. Colorado Department of Education. Rubrics for Assessment of Information Literacy. December 1998. Indiana University Bloomington Libraries. An Assessment Plan for Information Literacy. May 1996. 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