Information Literacy

YVC’s Ability related to Information Literacy:

Analytical Reasoning (AR) – Analytical Reasoning is the ability to consider an issue, idea, or concept systematically and assess the component parts and their application.

The information literate student determines the nature and extent of the information needed.

Criteria

Levels of student mastery
1 - UNACCEPTABLE2 - DEVELOPING3 - ACCEPTABLE4 - PROFICIENT
 Unable to define or articulate the need for informationShows little ability to define and articulate the need for information Defines and articulates the need for information Clearly defines and articulates the need for information 
Unable to identify types of formats of potential sources Identifies only a few types of formats of potential sources Identifies some formats of potential sourcesIdentifies types of formats of potential sources
Unable to reevaluate the nature and extent of information neededShows little ability to reevaluate the nature and extent of information neededReevaluates the nature and extent of some of the information neededReevaluates the nature and extent of most of the information needed

The information literate student accesses needed information effectively and efficiently. 

Criteria

Levels of student mastery
1 - UNACCEPTABLE2 - DEVELOPING3 - ACCEPTABLE4 - PROFICIENT
Fails to select appropriate investigative methods or information retrieval systemsSelects inappropriate investigative methods or information retrieval systemsSelects some appropriate investigative methods or information retrieval systemsSelects the most appropriate investigative methods or information retrieval systems
Student fails to construct or implement effectively-designed search strategies appropriate to the disciplineStudent demonstrates an understanding , but unable to construct and implement search strategies appropriate to the disciplineStudent can to some degree construct and implement limited search strategies appropriate to the disciplineStudent effectively constructs and implements search strategies appropriate to the discipline
Uses only one discipline appropriate method to retrieve information Uses some methods to retrieve information that are inappropriate to the disciplineUses some of the discipline appropriate methods to retrieve information Uses a wide variety of discipline appropriate methods to retrieve information
No understanding of how to record and manage information and its sourcesDemonstrates little understanding of records and minimal ability to manage information and its sourcesDemonstrates some understanding of records and some ability to manage information and its sourcesRecords and manages information and its sources

The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.

Criteria

Levels of student mastery
1 - UNACCEPTABLE2 - DEVELOPING3 - ACCEPTABLE4 - PROFICIENT
Does not summarize the main ideas to be extracted from the information Incorrectly summarizes the main ideas to be extracted from the information Summarizes most of the main ideas to be extracted from the information Accurately summarizes the main ideas to be extracted from the information
Fails to articulate and/or apply evaluation criteria to both the information and the sourcesInaccurately articulates and/or applies evaluation criteria to both the information and the sources Articulates and applies evaluation criteria to some information and sourcesClearly articulates and applies evaluation criteria to both the information and the sources
Unable to construct new concepts and/or recognize interrelationships among ideasIdentifies only some new concepts and recognizes few interrelationships among ideas Identifies new concepts and recognizes some interrelationships among ideasClearly constructs new concepts and recognizes interrelationships among ideas
Fails to compare new and prior knowledge and/or determine significance, contradictions, or other unique characteristics of the informationDoes minimal comparison of new and prior knowledge and unable to determine significance, contradictions, or other unique characteristics of the informationDoes some comparison of new and prior knowledge and attempts to determine significance, contradictions, or other unique characteristics of the informationAccurately compares new and prior knowledge and determines significance, contradictions, or other unique characteristics of the information
No discourse with other individuals, subject area experts, and/or practitionersLittle discourse with other individuals, subject area experts, and/or practitionersSome discourse with other individuals, subject area experts, and/or practitionersDemonstrates understanding and interpretation though discourse with other individuals, subject area experts, and/or practitioners
Does not revise initial  inquiry even if it was necessaryUnable to determine if the initial inquiry should be revisedMakes only minimal revisions to initial  inquiry even if more are necessaryRevises the initial  inquiry if necessary

The information literate student individually or as a member of a group, uses information effectively to accomplish a specific purpose.

Criteria

Levels of student mastery
1 - UNACCEPTABLE2 - DEVELOPING3 - ACCEPTABLE4 - PROFICIENT
Does not apply new or prior information to the planning and fails to create a product or performanceUnable to apply both new and prior information to the planning and creation of a product or performanceApplies some new and prior information to the planning and creation of a product or performanceCorrectly applies new and prior information to the planning and creation of a product or performance
Fails to reflect on the process used to develop the product or performanceFew reflections on the process are used to develop the product or performance and they are not clearly or thoughtfully articulatedOnly articulates a few reflections on the process used to develop the product or performance Reflections on the process used to develop the product or performance are clearly and thoughtfully articulated
Does not communicate the product or performance to othersDoes not clearly communicate the product or performance to others, fails to use suitable technology and/or consider intended audience Communicates the product or performance to others, using some suitable technology and some consideration of intended audience
Effectively communicates the product or performance to others, including. suitable use of technology and appropriateness to  audience

The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.

 

Criteria

Levels of student mastery
1 - UNACCEPTABLE2 - DEVELOPING3 - ACCEPTABLE4 - PROFICIENT
Does not demonstrate an understanding of any of the ethical, legal and socio-economic issues surrounding information and information technologyDemonstrates a limited understanding of many of the ethical, legal and socio-economic issues surrounding information and information technologyDemonstrates some understanding of many of the ethical, legal and socio-economic issues surrounding information and information technologyDemonstrates a clear understanding of many of the ethical, legal and socio-economic issues surrounding information and information technology (i.e. copyright, censorship & privacy)
Does not follow laws, regulations, institutional policies, and etiquette related to the access and use of information resourcesDemonstrates little understanding of the laws, regulations, institutional policies, and etiquette related to the access and use of information resourcesFollows some laws, regulations, institutional policies, and etiquette related to the access and use of information resources Follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources (i.e. plagiarism, YVCC policies & procedures  
Does not acknowledge the use of information sources in communicating the product or performanceAcknowledges only a few of the information sources in communicating the product or performanceAcknowledges most of the information sources in communicating the product or performanceClearly acknowledges the use of all information sources in communicating the product or performance

*Based on ACRL’s Information Literacy Competency Standards for Higher Education

This rubric was created for Yakima Valley College (YVC) by Joan Weber, retired Director of Library and Media Services, Judy Kjellman, retired Biology Faculty of YVC. Copyright is held by YVC. Permission must be obtained to copy this document., except for non-profit educational institutions. Educational institutions may utilize this rubric as long as Joan Weber, Judy Kjellman, and YVC are acknowledged as the developers of this rubric.

ADDITIONAL INFORMATION AND RESOURCES

Literacy Standards for Science and Engineering/Technology

Based on the ACRL Information Literacy Competency Standards for Higher Education, five standards and twenty-six performance indicators were developed for science and technology. Each performance indicator is accompanied by one or more outcomes for assessing the progress toward information literacy of students of science and engineering or technology at all levels of higher education.

Research Competency Guidelines for Literatures in English

Research Competency Guidelines for Literatures in English were first developed for use within the Literature in English Section of the Association of College and Research Libraries. Although based on the framework of the Information Literacy Competency Standards for Higher Education, these guidelines address the need for a more specific and source oriented approach within the discipline of English literatures, with a concrete list of research skills.

Criteria for Proficiency

The information literate student determines the nature and extent of the information needed.

OUTCOME EXAMPLES:

  • Confers with instructors and participates in class discussions, peer workgroups, and electronic discussions to identify a research topic, or other information need
  • Develops a thesis statement and formulates questions based on the information need
  • Explores general information sources to increase familiarity with the topic
  • Defines or modifies the information need to achieve a manageable focus
  • Identifies key concepts and terms that describe the information need
  • Recognizes that existing information can be combined with original thought, experimentation, and/or analysis to produce new information

Return to Rubric

OUTCOME EXAMPLES:

  • Knows how information is formally and informally produced, organized, and disseminated
  • Recognizes that knowledge can be organized into disciplines that influence the way information is accessed
  • Identifies the value and differences of potential resources in a variety of formats (e.g., multimedia, database, website, data set, audio/visual, book)
  • Identifies the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical)
  • Differentiates between primary and secondary sources, recognizing how their use and importance vary with each discipline
  • Realizes that information may need to be constructed with raw data from primary sources

OUTCOME EXAMPLES:

  • Reviews the initial information need to clarify, revise, or refine the question
  • Describes criteria used to make information decisions and choices

The information literate student accesses needed information effectively and efficiently.

OUTCOME EXAMPLES:

  •  Identifies appropriate investigative methods (e.g., laboratory experiment, simulation, fieldwork)
  • Investigates benefits and applicability of various investigative methods
  • Investigates the scope, content, and organization of information retrieval systems
  • Selects efficient and effective approaches for accessing the information needed from the investigative method or information retrieval system

OUTCOME EXAMPLES:

  • Develops a research plan appropriate to the investigative method
  • Identifies keywords, synonyms and related terms for the information needed
  • Selects controlled vocabulary specific to the discipline or information retrieval source
  • Constructs a search strategy using appropriate commands for the information retrieval system selected (e.g., Boolean operators, truncation, and proximity for search engines; internal organizers such as indexes for books)
  • Implements the search strategy in various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters
  • Implements the search using investigative protocols appropriate to the discipline

OUTCOME EXAMPLES:

  • Uses various search systems to retrieve information in a variety of format
  • Uses various classification schemes and other systems (e.g., call number systems or indexes) to locate information resources within the library or to identify specific sites for physical exploration
  • Uses specialized online or in person services available at the institution to retrieve information needed (e.g., interlibrary loan/document delivery, professional associations, institutional research offices, community resources, experts and practitioners)
  • Uses surveys, letters, interviews, and other forms of inquiry to retrieve primary information

OUTCOME EXAMPLES:

  • Selects among various technologies the most appropriate one for the task of extracting the needed information (e.g., copy/paste software functions, photocopier, scanner, audio/visual equipment, or exploratory instruments)
  • Creates a system for organizing the information
  • Differentiates between the types of sources cited and understands the elements and correct syntax of  citation for a wide range of resources
  • Records all pertinent citation information for future reference
  • Uses various technologies to manage the information selected and organized

The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.

OUTCOME EXAMPLES:

  • Reads the text and selects main ideas
  • Restates textual concepts in his/her own words and selects data accurately
  • Identifies verbatim material that can be then appropriately quoted

OUTCOME EXAMPLES:

  • Examines and compares information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias
  • Analyzes the structure and logic of supporting arguments or methods
  • Recognizes prejudice, deception, or manipulation
  • Recognizes the cultural, physical, or other context within which the information was created and understands the impact of context on interpreting the information

OUTCOME EXAMPLES:

  • Recognizes interrelationships among concepts and combines them into potentially useful primary statements with supporting evidence
  • Extends initial synthesis, when possible, at a higher level of abstraction to construct new hypotheses that may require additional information
  • Utilizes computer and other technologies (e.g., spreadsheets, databases, multimedia, and audio or visual equipment) for studying the interaction of ideas and other phenomena

OUTCOME EXAMPLES:

  • Determines whether information satisfies the research or other information need
  • Uses consciously selected criteria to determine whether the information contradicts or verifies information used from other sources
  • Draws conclusions based upon information gathered
  • Tests theories with discipline-appropriate techniques (e.g., simulators, experiments)
  • Determines probable accuracy by questioning the source of the data, the limitations of the information gathering tools or strategies, and the reasonableness of the conclusions
  • Integrates new information with previous information or knowledge
  • Selects information that provides evidence for the topic

OUTCOME EXAMPLES:

  • Participates in classroom and other discussions
  • Participates in class-sponsored electronic communication forums designed to encourage discourse on the topic (e.g., email, bulletin boards, chat rooms)
  • Seeks expert opinion through a variety of mechanisms (e.g., interviews, email, listservs)

OUTCOME EXAMPLES:

  • Determines if original information need has been satisfied or if additional information is needed
  • Reviews search strategy and incorporates additional concepts as necessary
  • Reviews information retrieval sources used and expands to include others as needed

The information literate student individually or as a member of a group, uses information effectively to accomplish a specific purpose.

OUTCOME EXAMPLES:

  • Organizes the content in a manner that supports the purposes and format of the product or performance (e.g., outlines, drafts, storyboards)
  • Articulates knowledge and skills transferred from prior experiences to planning and creating the product or performance
  • Integrates the new and prior information, including quotations and paraphrasing, in a manner that supports the purposes of the product or performance
  • Manipulates digital text, images, and data, as needed, transferring them from their original locations and formats to a new context

OUTCOME EXAMPLES:

  • Maintains a journal or log of activities related to the information seeking, evaluating, and communicating process
  • Reflects on past successes, failures, and alternative strategies

OUTCOME EXAMPLES:

  • Chooses a communication medium and format that best supports the purposes of the product or performance and the intended audience
  • Uses a range of information technology applications in creating the product or performance
  • Incorporates principles of design and communication
  • Communicates clearly and with a style that supports the purposes of the intended audience

The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.

OUTCOME EXAMPLES:

  • Identifies and discusses issues related to privacy and security in both the print and electronic environments
  • Identifies and discusses issues related to free vs. fee-based access to information
  • Identifies and discusses issues related to censorship and freedom of speech
  • Demonstrates an understanding of intellectual property, copyright, and fair use of copyrighted material

OUTCOME EXAMPLES:

  • Participates in electronic discussions following accepted practices (e.g., “Netiquette”)
  • Uses approved passwords and other forms of ID for access to information resources
  • Complies with institutional policies on access to information resources
  • Preserves the integrity of information resources, equipment, systems and facilities
  • Legally obtains, stores, and disseminates text, data, images, or sounds
  • Demonstrates an understanding of what constitutes plagiarism and does not represent work attributable to others as his/her own
  • Demonstrates an understanding of institutional policies related to human subjects research

OUTCOME EXAMPLES:

  • Selects an appropriate documentation style and uses it consistently to cite sources
  • Posts permission granted notices, as needed, for copyrighted material