| INFORMATION LITERACY COMPONENTS |
EMERGENT (1 PT) |
SATISFACTORY (2 PT) |
PROFICIENT (3PT) |
| Framing the Research Question |
Develops a general tentative thesis statement or research question; identifies obvious
keywords |
Develops a clear tentative thesis statement or research question; identifies key concepts
that describe the information need |
Develops a focused tentative thesis statement or research question; identifies key concepts
and related terms that describe the information need |
| Accessing Sources |
Develops search strategies using basic keywords; identifies and searches a minimal number
and/or types of sources to retrieve information |
Develops search strategies using keywords and synonyms; identifies and searches more than
the minimal number and/or types of sources to retrieve information |
Develops effective search strategies using keywords, synonyms and subject headings; identifies and searches the most
appropriate sources to answer the question; differentiates between and uses primary and seconday sources |
| Evaluating Sources and Content |
Quotes sources without comment or evaluation; synthesizes main ideas; uncertain as to whether
the original information need has been satisfied |
Examines and compares information from various sources; investigates differing viewpoints;
synthesizes main ideas to create new concepts; compares new information with prior knowledge identifies
verbatim material and appropriately quotes it; determines if original information need has been satisfied
or if additional information is needed |
Examines and compares information from various sources to evaluate reliability, validity,
timeliness, authority, and point of view bias; analyzes differing viewpoints to determine whether
to reject viewpoints encountered; considers contradictory information; recognizes prejudice, deception,
or manipulation; reviews search strategy and incorporates additional concepts as necessary |
| Using Information for a Specific Purpose |
Organizes content to support purposes and format of the assignment; does not recognize when
a revision of thesis statement or research question is needed; weakly communicates ideas |
Effectively organizes content in support of purposes and format of the assignment; reviews
and appropriately revises thesis statement or research question; communicates ideas cogently |
Effectively organizes content in support of purposes and format of the assignment using
multiple sources; reviews and effectively strengthens thesis statement or research question; incorporates
new and prior information; including quotations and paraphrasing that support purposes of the
assignment; communicates ideas cogently |
| Understanding Issues Affecting the Use of Information; Observing Laws, Regulations, and
Institutional Policies |
Possesses knowledge of plagiarism and copyright laws regarding print and online sources;
relies heavily on quotes; uses appropriate documentation style for citing sources with several errors |
Understands issues concerning plagiarism regarding print and online sources;
observes copyright laws regarding print and online sources; uses more paraphrasing than quotes; uses
appropriate documentation style for citing sources with few or no errors |
Understands issues concerning plagiarism regarding print and online sources;
consistently observes copyright laws regarding print and online sources; uses a minimal number of quotes
more paraphrasing than quotes (between 7% - 10%); consistently uses appropriate documentation style
for citing sources with no errors |
