The document discusses using rubrics to assess information literacy. It presents results from a study that developed an information literacy scale using rubric assessment and administered it to 200 college students. The study found that students were most proficient in self-directed learning skills but lacked in quality producing and information usage skills. It also found differences between undergraduate and postgraduate students and between male and female students in certain skills. The conclusion is that rubrics are effective for assessing information literacy and can help students and educators identify strengths and areas for improvement.

1. Assessment of Information
Literacy by using the Rubric Scale
S.Kamatchi,
Librarian & Information Officer, ACL, Chennai
and
J.Arumugam,
Officer, Information Resource Center, TCS, Chennai

2. Information Literacy Skill
• The ability to know when there is a need for
information, to be able to identify, locate,
evaluate, and effectively and responsibly use
and share that information for the problem at
hand. - Adopted from the National Forum on
Information Literacy

3. Rubric Matrix Scale:
• Descriptive scoring schemes
• An assessment tool
• An important source of information for
program improvement.

5. Rubrics are a great tool for teaching
and learning. Why?
• support authentic assessment
• communicate expectations
• improve performance
• provide informative feedback
• promote thinking and learning
• inspire fairness

6. Benefits of Rubrics
• Rubrics make the learning target more clear
• Rubrics guide instructional design and
delivery
• Rubrics make the assessment process more
accurate and fair
• Rubrics provide students with a tool for self-
assessment and peer feedback

7. Objectives of the study
• To develop the information literacy scale using
rubric assessment method
• To find the information literacy among the
students in colleges of education

8. Hypotheses
• Information Literacy scale will be developed
using rubric assessment method
• There will be a significant level of information
literacy among the students in colleges of
Education
• There will be a significant difference in
information literacy with respect to gender and
course

9. Sample
• For the present, simple random sampling was
used. The Sample comprised 200 students in
colleges of education in Chennai district. Of
which 100 were boys and 100 were girls.

10. Table 1: Mean and percentage of Information
Literacy and its component skills
Dimensions of Information Literacy Percentage(%)
Mean Level
Knowledge Seeking Skill 100.91 46.72 Proficiency
Quality Producing Skill 39.75 36.81 Lacking
Self Directed Learning Skill 43.255 53.40 Proficiency
Group Contribution Skill 61.77 40.37 Proficiency
Information Usage Skill 42.41 31.42 Lacking
Information Literacy 288.12 41.58 Proficiency

11. Table 2: Mean and percentage of Information
Literacy and its component skills with respect
to course
Percentage (%)
Dimensions of Mean Level
Information Literacy
UG PG UG PG UG PG
Knowledge Seeking
83.65 118.16 38.73 54.70 Lacking Proficiency
Skill
Quality Producing
31.83 47.73 29.47 44.19 Lacking Lacking
Skill
Self Directed
44.22 42.29 54.59 52.20 Proficiency Proficiency
Learning Skill
Group Contribution
59.46 64.08 38.86 41.88 Lacking Proficiency
Skill
Information Usage
40.48 44.34 29.99 32.84 Lacking Lacking
Skill
Information Literacy 259.64 316.6 37.47 45.69 Lacking Proficiency

12. Table 3: Mean and percentage of Information
Literacy and its component skills with respect to
gender
Percentage (%)
Mean Level
Dimensions of
Information Literacy
Female Male Female Male Female Male
Knowledge Seeking
84.57 117.24 39.15 54.28 Proficiency Proficiency
Skill
Quality Producing
42.82 36.74 39.65 34.02 Proficiency Lacking
Skill
Self Directed Learning
41.29 45.22 50.97 55.83 Proficiency Proficiency
Skill
Group Contribution
44.15 79.39 28.86 51.88 Lacking Proficiency
Skill
Information Usage
42.3 42.52 31.33 31.5 Lacking Lacking
Skill
Information Literacy 255.13 321.11 36.82 46.34 Lacking Proficiency

13. Findings
• Students lacks in Quality Producing Skill and
Information Usage Skill when compared to
other component of Information Literacy.
• Students are rich in Self Directed Learning
Skill(53.4 %) and poor in (31.42 %) in
Information Usage Skill.

14. Course wise UG and PG students are differed
in Knowledge Seeking Skill and Group
Contribution Skill. In those skills, PG students
are proficient than UG students.
There is no difference in Quality Producing
Skill, Self Directed Learning Skill and
Information Usage Skill

15. • In Gender wise, Male and Female students are
differed in information Literacy. In Quality
Producing Skill, Female students are proficient
than male students. In Group Contribution
Skill male students are more proficient than
Female students.

16. Conclusion
• Rubric matrix scale is an effective tool to
assess information literacy. It allows students
to identify what they know already and what
they need to learn.
• Educators need not expect that students will
achieve proficiency in each and every area.
Rubrics are helpful in that they assess their
strength and weakness and identify goals for
improvement.

17. THANK YOU