Research Guides: Essential Learning Outcomes: Information Literacy

Description

Guide to Information Literacy

Intended Learning Outcome:

Demonstrate contextual awareness of the research process through the reflective discovery of the production and value of information, the use of information in the creation of new knowledge, and ethical participation in the use of information in communities of learning.

Assessment may include but is not limited to the following criteria and intended outcomes:

Recognizes indicators of authority (such as type of publication, author credentials, subject expertise, societal position, or special experience) in determining the credibility of information sources

Uses research tools and indicators of authority to determine the credibility of sources
Recognizes that authoritative content may be packaged formally or informally and may include sources of all media types
Recognizes different types of authority, such as subject expertise, societal position, or special experience
Understands how and why some individuals or groups of individuals may be underrepresented or systematically marginalized within the systems that produce and disseminate information
Recognizes and avoids sources constructed using inaccurate, incomplete, misleading, or fabricated information

Evaluate an information source to ensure it meets a particular information need (e.g. currency of information, intended audience, source format, etc.

Assesses the fit between an information product’ s creation process and a particular information need
Recognizes that information may be perceived differently based on the format in which it is packaged
Assesses the fit between an information product’ s creation process (source format, publication process, purpose of creation, etc.) and a particular information need
Distinguishes between reputable and non-reputable sources

Gives credit to the original ideas of others through proper attribution and citation while understanding the value of information

Gives credit to the original ideas of others through proper attribution and citation
Understands the ethical and legal restrictions on information sharing, copyright, and/or confidentiality

Rubric

Information Literacy Rubric

Information Literacy Rubric

Criteria	Inadequate	Developing	Competent	Proficient
Recognizes indicators of authority (such as type of publication, author credentials, subject expertise, societal position, or special experience) in determining the credibility of information sources	Gives credit to the original ideas of others through proper attribution and citation while understanding the value of information.	Partially addresses indicators of authority in determining the creditability of information sources.	Addresses indicators of authority in determining the creditability of information sources	Thoroughly addresses indicators of authority in determining the creditability of information sources such as type pf publication, author credentials, subject expertise, societal position, or special experience.
Evaluates an information source to ensure it meets a particular information need (e.g. currency of information, intended audience, source format, etc.)	Does not evaluate if an information source’s meets a particular information need.	Begins to evaluate if an information source meets a particular information need.	Sufficiently evaluates whether an information source meets a particular information need.	Fully evaluates whether an information source meets a particular information need using multiple criteria in their evaluation.
Gives credit to the original ideas of others through proper attribution and citation while understanding the value of information.	Does not give credit to the original ideas of others.	Provides incomplete credit to the original ideas of others.	Frequently gives credit to most of the original ideas of others through proper attribution and citation	Always gives credit to the original ideas of others through proper attribution and citation.

Sample Assignments for Liberal Arts

English 1020 Research Paper & Annotated Bibliography
Research Source Evaluation and Reflection Assignment
Formative assessment that can be used as a step in the argumentative research paper process.

Sample Assignments for Social Sciences

Critically Evaluating Media vs. Primary Research in a Psychological Study
In this assignment, students locate a recent New York Times article that references a psychological study, find the original study, and critically compare the two. They will evaluate the credibility, accuracy, and audience of each source and reflect on the implications for communicating psychological research ethically and effectively.

Sample Assignments for Health Careers

Evaluating Information for Evidence-Based Patient Education
This assignment asks students to select a condition and locate three different types of sources related to its recovery, then evaluate each source’s authority, intended audience, and appropriateness for patient education or clinical use, culminating in a reflective analysis on evidence-based practice and ethical responsibilities in patient education.
Nursing Using Evidence to Support Patient Education in Clinical Practice
In this assignment, students reflect on a recent clinical interaction that required patient education and locate evidence-based sources to support and enhance their response. They will evaluate the credibility and appropriateness of each source and reflect on how evidence and ethical information use shape nursing practice.

Sample Assignments for STEM

Chemistry 1000: Scholarly vs. Popular
This project is designed to help understand the difference between articles from scholarly sources and articles from popular sources.
Debates Using Statistical Evidence
Adapted from research article "Introducing Information Literacy to Mathematics Classrooms: A Cross Case Analysis," by Ander W. Erickson (see below)

Introducing Information Literacy to Mathematics Classrooms: A Cross-Case Analysis, by Ander W. Erickson

Journal Article Summary
This Chemistry class assignment has the student locate journal articles, summarize and compare with alternate information sources.
Atomic Theory
Meets both the Information Literacy outcome and the Written Communication outcome.
Separation of a Mixture
Meets both the Information Literacy outcome and the Written Communication outcome.
Nuclear Chemistry
Meets both the Information Literacy outcome and the Written Communication outcome.
Properties of Ionic and Covalent Compounds
Meets both the Information Literacy outcome and the Written Communication outcome.

Essential Learning Outcomes: Information Literacy