Information Literacy Rubric

Information Literacy Rubric

Learning Outcome	Level of Achievement
	Highly Developed 4	Developed 3	Emerging 2
Integrate and Synthesize Information Effectively to Accomplish a Specific Purpose	Evidence is integrated and synthesized expertly to support claims. Consistently presents evidence to support claim(s) and argument(s) Synthesizes and contextualizes evidence appropriately for audience Distinction between own ideas and ideas of others is consistently clear Does not over-or under-rely on the ideas of others or the work of a single author	Proficient synthesis and integration of evidence. Generally employs evidence to support claim(s) and argument(s) May present some evidence without context Distinction between own ideas and ideas of others is usually clear May over- or under- rely on the ideas of others or the work of a single author	Weak attempts at synthesis or integration. Sporadically uses evidence to support claim(s) or argument(s) Frequently fails to put sources into context (e.g. “The World Bank says...” Consistently blurs distinction between own ideas and ideas of others Frequently over- or under-relies on the ideas of others or the work of a single author

Initial 1
No evidence of attempt at synthesis or integration.

• Claim(s) or argument(s) lack necessary evidence
• Fails to contextualize quotes and evidence
• No distinction between own ideas and ideas of others
• Over or under-relies on the ideas of others or the work of a single author

Learning Outcome	Level of Achievement
	Highly Developed 4	Developed 3	Emerging 2	Initial 1
Access and Use Information Ethically and Legally	Shows a sophisticated level of understanding for when and how to give attribution. Uses advanced search strategies and demonstrates the ability to refine search strategies to discover and retrieve authoritative and relevant resources. Documents sources consistently and completely Uses in-text citations and notes correctly and consistently Cites non-textual sources consistently Names and labels figures and/or graphs clearly and completely Choice and use of paraphrasing, summary, and quoting is correct and consistent. Use of information is true to the original context	Attribution indicates understanding of the rationale for and various mechanisms of citation. Uses intermediate search strategies and demonstrates the ability to refine search strategies to discover and retrieve authoritative and relevant resources. Documents sources throughout with occasional errors or inconsistencies. Uses in-text citation and notes with occasional errors or inconsistencies Cites non-textual sources with relative consistency Usually names and labels figures and/or graphs clearly and completely. Choice and use of paraphrasing, summary, and quoting has occasional errors or inconsistencies. Use of information is usually true to the original context	Missteps in attribution interfere with the argument or point to fundamental misunderstandings. Uses simple search strategies and retrieves information with limited authority and partial relevance. Frequently documents sources incorrectly or leaves out some citations. Frequent errors and inconsistencies with in-text citation and notes. Does not consistently cite non-textual sources Names and labels figures and/or graphs inconsistently Choice and use of paraphrasing, summary, and quoting is frequently incorrect and inconsistent. Use of information is frequently not true to the original context	Use of evidence and citation is poor, making it difficult to evaluate the argument or sources. Accesses resources randomly and retrieves information that lacks authority and relevancy. Displays fundamental and consistent errors in source documentation Does not include or contains significant inconsistencies with in-text citation and notes Does not name, title, or cite non-textual sources Does not name or label figures and/or graphs Choice and use of paraphrasing, summary, and quoting is incorrect and inconsistent. Use of information is not true to the original context