Information Literacy Rubric

ACRL Indicators Beginning Indicators Proficient Indicators Advanced Indicators
1. Determine and articulate extent of information needed  • stated topic imprecise and unfocused
• identifies a small number of potential and appropriate information sources
 • stated topic adequately precise and focused
• identifies an adequate number of potential and appropriate information sources
 • stated topic clear, suitably narrowed, and nicely articulated
• identifies a wide-spanning and exhaustive number of potential and appropriate information sources
2. Access the needed information effectively and efficiently  • search strategy inappropriate to task and haphazardly designed
• unable to refine search strategy
• cannot manage information and its sources effectively
 • search strategy appropriate to task and somewhat considered
• can identify problems in search strategy
• manages information and its sources somewhat effectively
 • search strategy appropriate to task and carefully considered
• problems in search strategy are identified and remedied
• manages information effectively and efficiently
3. Evaluate information and its sources critically and incorporate into knowledge base and value system  • unaware of critical criteria used to examine information and its sources
• has difficulty recognizing context of information and its sources
• puts forth little effort into synthesizing information into new, more abstract concepts
cannot determine whether or not information satisfies research needs
 • applies adequate critical criteria to examine information and its sources
• can recognize the context of information and its sources
• puts forth some effort into synthesizing information into new concepts
• can adequately determine whether or not information satisfies research needs
 • applies critical criteria rigorously and well to information and its sources
• recognizes context of information and its sources—and the implications this context has on research needs
• synthesizes information into new, abstract concepts that may require additional supporting information
• recognizes need for additional information; revises topic as needed to reflect information found
4. Use information effectively to accomplish a specific purpose  • has difficulty assimilating prior and new information to plan and create a specific product
• cannot revise research/development process
• has difficulty communicating information in product form (paper, performance, etc.)
 • can adequately transfer knowledge from prior experiences into the planning and production of new research
• revises research/development processes as needed
• communicates information in product form moderately well
 • capably incorporates past and present knowledge into planning and creating a new product, utilizing multiple technologies and formats
• through conscious critical reflection, proactively revises research/development processes to
optimize outcome
• communicates information in product form clearly and in a distinct voice, with an eye to design and communication principles
5. Understand economic, legal, and social issues surrounding use of information; access and use information ethically and legally  • cannot identify nor discuss issues related to privacy, security, censorship, fair-use, intellectual property, copyright, or free vs. fee-based access to information
• has little knowledge or respect for laws, institutional policies, or etiquette related to using and accessing information
• does not consistently or appropriately acknowledge use of “outside” information resources (citation, paraphrasing, etc.)
 • can identify and discuss a few issues related to socio-economic, ethical, and legal use of information
• has some knowledge and respect for laws, institutional policies, and etiquette related to using and accessing information
• appropriately acknowledges use of information sources most of the time
 • adeptly identifies and discusses most issues related to socio-economic, ethical, and legal use of information
• shares knowledge and demonstrates respect for laws, institutional policies, and etiquette related to using and accessing information
• takes care to cite information sources appropriately and consistently

Based on:

The Information Literacy Competency Standards for Higher Education. Approved by the Board of Directors of the Association of College and Research Libraries on January 18, 2000. Endorsed by the American Association for Higher Education and the Council of Independent Colleges. Available http://www.ala.org/acrl/standards/visualliteracy

Big6 Associates, LLC. Rubric for Assessment: Integrated Problem Solving Model. 2002.

Colorado Department of Education. Rubrics for Assessment of Information Literacy. December 1998.

Indiana University Bloomington Libraries. “An Assessment Plan for Information Literacy.” May 1996. Available: http://www.indiana.edu/~libinstr/Information_Literacy/assessment.html#LS%20basic (Link is no longer active)

Created 2008. Revised 2009

Last Modified: 8/10/17 4:28 PM