Information fluency evaluation criteria mapped to ACRL (Association of College & Research Libraries) learning outcomes establishes:
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Evaluation Criteria |
Beginning |
Developing |
Proficient |
Student Learning Outcomes |
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Articulates and applies initial criteria |
0 - Student does not identify nor examine authority, reliability, validity, accuracy, timeliness, or bias and work lack criteria terminology such as: author, authority, relevance, credibility, credible, sanctioned, authoritative, authorship, etc. |
1 - Student evaluates authority, but does not critically assess using criteria terminology such as: author, authority, relevance, credibility, credible, sanctioned, authoritative, authorship, etc. |
2 - Student adequately and critically assesses authority and uses criteria terminology such as: author, authority, relevance, credibility, credible, sanctioned, authoritative, authorship, etc. |
The student will articulate established evaluation criteria. ACRL 3.2.a) |
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Recognizes prejudice, deception, or manipulation and stipulates credibility factors |
0 - Student does not identify authority terms or criteria such as: domain, server, URL, corporate author, “About Us” or “Contact Us” links; or author credentials |
1 - Student vaguely or broadly identifies authority factors, but does not use specific terms such as: domain, server, URL, corporate author, “About Us” or “Contact Us” links; or author credentials |
2 - Student refers to specific authority factors such as: domain, server, URL, corporate author, “About Us” or “Contact Us” links; or author credential |
The student will apply criteria to analyze information: evaluate reliability, validity, accuracy, authority, timeliness, and (ACRL 3.2.a, 3.2.c) |
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Compares new knowledge with prior |
0 - Student does not identify whether or not the site is reliable or appropriate for the information need |
1 - Student determines whether or not the site is reliable and appropriate but lacks reasoning and justification |
2 – Student clearly states reliability and appropriateness of the information for the purpose of the research |
The student selects information that provides evidence for the topic (ACRL 3.4.g) |
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Research Strategies and Information Literacy |
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Evaluation Criteria |
4 |
3 |
2 |
1 |
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Topic Development ACRL Standard 1.1 b, e, f 1.4 a, b |
Effectively defines topics question. Effectively establishes main concepts. Chooses relevant information related to question and concepts. |
Competently defines topic question. Determines most main concepts. Chooses relevant information related to question and concepts, but lacks focus and complexity. |
Adequately defines topic question. Determines some main concepts. Chooses some relevant information but lacking depth and relevance |
Too broadly defines topic question. Does not identify main concepts. Chooses random and inconsistent information related to question and concepts. |
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Quality of Information ACRL Standard 2.4 a, b, |
Accesses information from a variety of relevant sources, evaluates for bias and accuracy in an itinerant, focused and sophisticated manner critically assessing for relevance, accuracy, and authority |
Accesses information from a variety of relevant sources, evaluates information for bias and accuracy, but lacks focus and consistency. |
Accesses some information from a variety of relevant sources, evaluates information for bias and accuracy, but lacks depth and accuracy. |
Accesses information from random sources, uses information without critical assessment. |
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Ethical Use of Information ACRL Standard 5.3 a, b |
Uses correctly all of the following strategies: 1) citation and referencing 2) information use is accurate and in context 3) differentiates common knowledge from that requiring documentation |
Uses most of the following strategies: 1) citation and referencing 2) information use is accurate and in context 3) differentiates common knowledge from that requiring documentation |
Uses correctly some of the following: 1) citation and referencing 2) information use is accurate and in context 3) differentiates common knowledge from that requiring documentation |
Randomly uses components of the following: 1) citation and referencing 2) information use is accurate and in context 3) differentiates common knowledge from that requiring documentation |
