Information Literacy Framework Rubric

Student Learning
Novice Developing Proficient Accomplished
Outcomes
Scholarship is Conversation
Student is able to: Student is able to: Student is able to: Student is able to:
Students will be  Recognize that knowledge can be  Understand the influence of  Access information in a discipline.  Research effectively in a particular
able to understand, organized into academic discipline in how one accesses  Investigate different viewpoints discipline.
disciplines. information. and perspectives and understand  Identify gaps in the literature.
describe, and apply
 Identify different viewpoints and  Explore different viewpoints and that there may be gaps in the  Apply various classification
the scholarly perspectives. perspectives. literature. schemes and organizational
communication  Acknowledge the existence of  Identify some classification  Differentiate between various systems effectively.
process. organizational systems. schemes and other organizational classification schemes and other  Take a role in the scholarly
systems. organizational systems. conversation.
 View scholarship as conversation  Identify the various roles of
and note that scholars have scholars and what is necessary to
different roles. enter scholarly conversations.

Information Creation is a Process

Student is able to: Student is able to: Student is able to: Student is able to:
Students will be  Appreciate that information is  Understand how information is  Identify where information fits  Understand the implications of the
able to create formally and informally produced, formally and informally produced, within the information cycle. information cycle on research.
information and organized, and disseminated. organized, and disseminated.  Summarize information to  Synthesize information to
situate it in the  Grasp key concepts in a source.  Summarize the main ideas from construct an argument. construct new concepts.
 Quote appropriately. information collected.  Gather evidence from primary  Gather evidence from primary
information
 Recognize that there are different  Quote and paraphrase sources and raw data. sources and raw data to construct
landscape.
research techniques. appropriately.  Formulate thesis/hypothesis. arguments.
 Narrow topic.  Apply discipline-appropriate  Refine thesis/hypothesis.
 Identify discipline-appropriate research techniques.  Test theories with discipline-
research techniques. appropriate research techniques.
 Create a product or performance
that appropriately communicates
content.
 2

Information Literacy Framework Rubric

Student
Learning Novice Developing Proficient Accomplished
Outcomes
Information has Value
Student is able to: Student is able to: Student will be able to: Student is able to:
Students will be  Recognize that the Skidmore Honor  Adhere to the Skidmore Honor  Adhere to the Skidmore Honor  Adhere to the Skidmore Honor
able to Code applies to plagiarism. Code. Code. Code including policies on human
acknowledge  Note that different disciplines may  Cite sources following a  Cite, record, and manage sources in subjects’ research.
sources and use have different citation styles. documentation style. an appropriate documentation  Employ appropriate documentation
 Understand the importance of  Acknowledge that authors and style. style and use it consistently to cite
information with
citing to give credit to authors. information creators have rights.  Define the general concepts of sources.
integrity.
 Locate information using a citation. intellectual property, copyright,  Abide by the principles of
and fair use. intellectual property, copyright,
 Understand that there are issues and fair use.
related to the freedom of speech,  Interrogate issues related to the
privacy and security, and freedom of speech, privacy and
information costs (including Open security, and information costs
Access). (including Open Access).
 Consider the contexts within which  Weigh the contexts within which
information is created. information is created.

Information Requires Evaluation

Student is able to: Student is able to: Student is able to: Student is able to:
Students will be  Distinguish between  Distinguish between  Recognize how discipline may  Recognize how context and
able to evaluate popular/scholarly sources. primary/secondary and affect distinctions between discipline may affect distinctions
information and  Name format types. popular/scholarly sources. primary/secondary and between primary/secondary and
its sources  Evaluate a source for timeliness.  Compare the purpose and value of popular/scholarly sources. popular/scholarly sources.
 Describe a source’s primary different formats.  Select format types appropriate to  Determine an information format
critically for its
argument.  Identify peer-reviewed sources. the information need. and understand its purpose, value,
value, relevance,
 Evaluate a source for authority and  Understand the peer-review and relevance.
and accuracy. timeliness. process.  Consider complexities in the peer-
 Describe a source’s primary  Evaluate a source for authority, review process.
argument and methodology. timeliness, and bias.  Evaluate a source for authority,
 Describe the structure and logic of timeliness, bias, validity, and
supporting arguments or methods. context.
 Analyze the structure and logic of
supporting arguments or methods.

InfoLitFrame Rubric_Final 20180703 – Scribner Library

 3

Information Literacy Framework Rubric

Student
Learning Novice Developing Proficient Accomplished
Outcomes
Research is Inquiry and Evolves
Student is able to: Student is able to: Student is able to: Student is able to:
Students will be  Browse physical/electronic  Browse for topics.  Browse for topics and information.  Conduct targeted browsing in
able to develop resources for general information.  Explore library catalogs and general  Select and use subject specific physical/electronic resources.
and execute a  Identify key words. databases. resources and databases.  Search subject specific information
manageable  Apply basic search filters.  Identify relevant key words and  Determine key words based on sources/databases and consult
subject terms. controlled vocabulary. experts.
research project.
 Apply advanced search filters.  Apply advanced search filters and  Determine key words based on
 Draft a research plan. techniques. controlled vocabulary and
 Draft a plan reflecting the iterative disciplinary taxonomies.
nature of research.  Employ sophisticated search
queries and strategies.
 Develop a realistic plan and
timeline appreciating the iterative
nature of research.

InfoLitFrame Rubric_Final 20180703 – Scribner Library