Developmental Rubric for Information Literacy in Champlain College.

1. Technology
&
Information
Literacy
Developmental
Rubric
–
Champlain
College
December
2014
2.0.
Emerging
(1)
Developing
(2)
Proficient
(3)
Mastery
(4)
Identifies
questions
for
investigation.
Formulates
and
narrows
research
focus.
General
inquiry
topic
present.
Not
concerned
with
a
specific,
focused
research
question/thesis.
Clear,
specific
research
direction
in
place,
with
some
attention
to
scope
&
breadth.
Has
an
appropriate
research
question/thesis
with
clearly
defined
and
appropriate
scope.
Has
an
explicit
and
appropriate
research
scope,
identified
by
a
research
inquiry
question/thesis,
evidenced
both
in
treatment
and
supporting
documentation.
Selects
appropriate
strategies
&
tools
to
access
information
required,
and
revises
search
strategies
as
required.
Has
difficulty
identifying
key
concepts
and
search
terms.
Retrieves
information
that
has
little
relevance
and
is
lower
quality.
Relies
heavily
on
a
very
small
quantity
or
type
of
sources.
Accesses
information
using
basic
search
strategies,
relying
on
information
from
a
limited
range
of
sources.
May
incorporate
multiple
information
searches.
Uses
some
source
variety.
Most
sources
are
weighted
towards
certain
types
of
sources
(eg.
Web,
popular).
Accesses
relevant
information
using
a
variety
of
appropriate
information
resources.
Ability
to
refine
searches
as
appropriate.
Draws
on
a
wide
set
of
sources
that
balances
some
of
the
following:
scholarly/popular,
primary
and
secondary,
news
and
opinion.
Identifies
key
search
terms
and
concepts.
Utilizes
appropriate
search
tools
and
revises
search
strategies
to
identify,
locate
and
access
the
most
appropriate
information
source.
Draws
from
a
varied
and
extensive
set
of
information
sources
by
numerous
authors,
with
an
extensive
balance
of
scholarly/popular,
primary/secondary,
historical/current,
news/opinion,
web/print.
Critically
evaluates
and
appraises
information.
Evaluates
a
source
based
on
relevancy
to
research
topic.
Lacks
critical
evaluation
of
a
source.
Relies
on
source
summary
and
relevancy
for
appraisal
or
has
a
rudimentary
approach
to
evaluation
(such
as
whether
an
author
has
a
PhD).
Shows
some
distinction
between
sources
&
their
relevancy
to
the
research
project.
Evaluates
sources
based
on
authority
and
bias,
but
this
appraisal
may
be
inconsistent.
Fully
appraises
information
sources
on
a
variety
of
criteria.
Deploys
a
clear
evaluative
mindset
that
considers
multiple
factors
such
as
currency,
author
credibility,
information
reliability,
bias,
perspective
and
intended
purpose
of
information
source.
Builds
a
contextual
justification
for
the
use
of
a
particular
information
source,
taking
into
account
factors
such
as
credibility,
reliability,
currency,
and
information
purpose.
Analyzes
own
and
others’
assumptions
and
evaluates
from
a
critical
perspective.
Synthesizes
information:
combines
and
modifies
information
with
existing
knowledge,
to
generate
new
ideas
&
address
inquiry
problems.
Summarizes
information
used,
with
minor
synthesis
of
ideas.
Information
is
not
used
to
address
a
research
question
or
solve
an
information
problem.
Uses
information
sources
to
address
and/or
support
argument,
and
demonstrates
evidence
of
reading
to
research
topic.
Uses
an
appropriate
level
of
information
to
synthesize
a
variety
of
ideas
and
answer
research/inquiry
question,
or
solve
a
problem.
Demonstrates
a
holistic
approach
to
synthesizing
information,
drawing
larger
connections
between
multiple
sources.
Fully
synthesizes,
integrates
and
connects
information,
incorporating
multiple
pieces
of
others’
work
to
draw
and
communicate
appropriate
conclusions.
Uses
sources
combined
to
generate
new
ideas.

2. Attributes
work
by
others
accurately
and
ethically
recognizes
the
intellectual
property
of
others.
Limited
or
basic
attribution
of
sources
provided.
Significant
or
frequent
errors
in
citations.
Shows
an
attempt
to
acknowledge
and
attribute
the
work
of
others,
but
may
lack
a
formal
citation
style
and/or
ignores
in-­‐text
citations
entirely.
Clear
attempts
made
at
providing
attribution
or
citation,
but
with
errors.
Inconsistencies
with
citation
details.
Infrequent
omission
of
important
citation
details
(such
as
pagination,
dates,
etc).
Sources
cited
consistently
and
accurately
throughout
the
work
(both
in-­‐text
citation
and
bibliographies)
using
a
clear
citation
style.
Infrequent
minor
errors.
Demonstrates
fully
the
importance
of
attributing
the
work
of
others.
Consistent,
thorough,
and
complete
attribution
of
sources
both
in-­‐text
and
in
bibliography,
using
a
specified
citation
style.
Free
of
any
errors.
Recognizes
the
importance
of
attributing
the
work
of
others
and
values
intellectual
property.
Practices
safe,
legal
and
responsible
approaches
to
storing,
organizing,
presenting
and
using
technology
in
a
digital
environment.
Exhibits
basic
awareness
or
reflection
on
ethical
implications
of
digital
environments
and
identities.
Navigates
inappropriate
content
and
conduct
with
a
rudimentary
approach.
Shows
little
awareness
of
implications
of,
or
skills
to
building
and
maintaining
an
appropriate
digital/online
presence.
Occasionally
reflects
and
demonstrates
awareness
of
the
ethical
principles
of
digital
identities.
Lacks
a
consistent
approach
to
building
an
appropriate
digital/online
presence,
or
navigating
inappropriate
content
and
conduct.
Consistently
reflects
on
and
applies
principles
of
ethics
towards
digital
identities.
Understands
rights
and
responsibilities
of
communicating
and
existing
in
a
digital
environment.
Develops
strategies
to
navigate
inappropriate
content
and
conduct.
Nuanced
awareness
of
the
“digital
footprint”,
appropriately
managing
personal
and
professional
online
identities.
Reflects
on,
and
models
social
responsibility
and
ethical
principles
in
communication,
interaction
and
conduct.
Takes
an
active
role
as
a
member
of
digital
communities.
Develops
a
self-­‐learning
approach
to
new
and
emerging
technologies
and
information
structures.
Makes
basic
use
of
technology
to
communicate
and/or
store
information.
May
not
work
collaboratively
using
technology.
Displays
a
regular
use
of
technology
to
communicate
and/or
collaborate.
Occasionally
explores
strategies
for
adopting
and
utilizing
new
technologies.
Seeks
and
uses
technology
solutions
effectively
to
communicate
and
collaborate,
either
individually
or
collaboratively.
Makes
informed
decisions
about
using
appropriate
digital
tools
and
resources.
Actively
explores
and
adapts
new
technologies
for
intended
purposes.
Persists
in
the
appropriate
use
of
technology
to
solve
a
given
problem.
Makes
thoughtful,
proactive,
appropriate,
effective
and
persistent
use
of
technologies
to
communicate
clearly
and
coherently.
Adopts
new
and
emerging
technologies
for
personal,
academic
and/or
professional
needs.
Uses
technology
effectively
for
collaborative,
creative
and
problem-­‐solving
purposes.
Reflects
on
the
appropriateness,
scope
and
usefulness
of
various
technology
tools
based
on
a
particular
need.