Information Literacy Rubric
The student will demonstrate the ability to determine an information need, access successfully and evaluate critically the needed information, and organize and apply the information appropriately to accomplish a given research task.
4 = High level excellence in evidence of information literacy skills and performance at the college level*
3 = Demonstrable, competent, expected evidence of information literacy skills and performance at the college level
2 = Minimally acceptable, inconsistent evidence of information literacy skills and performance at the college level.
Intervention recommended
1 = Poor, unacceptable evidence of information literacy skills. Intervention required
*College Level is established at 70% or above
| Identify the type and scope of information needed | 4. The student has clearly identified an information need and adjusted the topic to a manageable focus 3. The student has clearly identified an information need but the scope is too broad/narrow 2. The student has not clearly identified an information need or defined the scope 1. The student has not identified the type or scope of information needed |
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| Access and retrieve appropriate information | 4.The student has researched and located multiple sources appropriate to the topic that are varied both in content and format 3.The student has researched and located some sources that are appropriate to the topic with some variation in content and/or format 2. Some of the chosen sources are irrelevant or insufficient 1. The student has used the most easily obtainable information, most of which is insufficient |
| Evaluate the information | 4. The student demonstrates a superior level of depth regarding understanding of the subject matter, analysis of the material, and critical thinking 3.The student demonstrates a clear understanding of the subject matter with some evidence of analysis and critical thinking 2. The student shows little evidence of analysis or critical thinking 1. The student demonstrates no evidence of analysis or critical thinking skills |
| Incorporate the information appropriately for specific purpose | 4. Content is of superior depth and is well-organized, effectively communicated, and consistently and appropriately cited 3. Content is sufficient, organized and communicated; sources may be inconsistently cited 2. Content is disorganized and poorly communicated, and citations are incomplete 1. There is insufficient content to support the thesis, and citations are not present |