Information Literacy

5.0 Information Literacy

Students apply effective and ethical processes to identify, evaluate, use, and create information to meet an information need or task.

Information literacy may take the form of quantitative literacy, data literacy, effective and ethical use of information, research skills, digital competence, reading comprehension, and media literacy.

Performance Indicators with Rubrics

The student implements effective information search strategies to inform a research question or meet an information need.

Performance Indicator Minimal Proficiency Partial Proficiency Proficient
Implements Effective Information Search Strategies The student does not implement effective information search strategies, displaying a limited understanding of how to focus research questions or needs, select keywords, create effective search strings, search by phrase, or perform effective searches in web and database contexts, resulting in inefficient or incomplete searches. The student implements some effective information search strategies, using fundamental techniques and resources, but their information-gathering process is not efficient, thorough, aligned, or varied enough to meet their information need or task. The student implements effective and comprehensive information search strategies, demonstrating an understanding of relevant techniques, utilizing appropriate and varied sources, and achieving successful outcomes in gathering information to meet their information need or task.

The student evaluates sources for credibility, bias, accuracy, and relevance to the discipline or context.

Performance Indicator Minimal Proficiency Partial Proficiency Proficient
Evaluates Sources Using a Consistent Process The student does not evaluate sources for credibility, bias, accuracy, and/or relevance, displaying a limited understanding of how to apply key source evaluation criteria. The student shows some ability to evaluate sources using a consistent process for determining credibility, bias, accuracy, and relevance but with lapses in depth or accuracy in applying one or more of these criteria. The student effectively evaluates sources for credibility, bias, accuracy, and relevance, demonstrating an understanding of key evaluation criteria and making informed judgments in their information selection.

The student demonstrates ethical use of information (i.e. attribution, citation, and copyright guidelines) for the discipline or context.

Performance Indicator Minimal Proficiency Partial Proficiency Proficient
Demonstrates Ethical Use of Information The student does not apply ethical, accurate, and appropriate information citation skills, displaying a limited understanding of the discipline or context’s citation conventions, resulting in work that lacks proper attribution or adherence to ethical standards. The student applies ethical and appropriate information citation skills for the discipline or context, though with lapses in accuracy or completeness. The student applies information citation skills by creating ethical, accurate, and appropriate citations for the discipline or context, demonstrating an understanding of citation conventions, and upholding principles of academic integrity in their work.

The student synthesizes information from a variety of appropriate and varied sources.

Performance Indicator Minimal Proficiency Partial Proficiency Proficient
Synthesizes Information The student does not synthesize information from a variety of appropriate and varied sources, displaying limited or inaccurate integration of research and minimal or no representation of diverse perspectives. The student shows some ability to synthesize information from a variety of appropriate and varied sources, though with lapses in depth, relevance, or clarity in their synthesis. The student synthesizes information from a variety of appropriate and varied sources, demonstrating an understanding of the material and the integration task with sufficient depth and coherence.

The student reflects on their information literacy skill development and its value to their academic, career, and personal development.

Performance Indicator Minimal Proficiency Partial Proficiency Proficient
Reflects on Information Literacy Skill Development and Value The student provides minimal or no reflection on their information literacy skill development, providing vague or limited insights, displaying a limited understanding of their progress or areas for improvement, and overlooking the value information literacy serves throughout their academic, career, and personal development. The student provides a reflection focused on their information literacy skill development, identifying some strengths and areas for improvement, but needing more depth or focus in discussing how information literacy can serve them in their academic, career, and personal development. The student provides a clear and thorough reflection on their information literacy skill development, demonstrating an understanding of their progress, the benefits of continued information literacy skill development, and how information literacy skills can serve them in their academic, career, and personal development.