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INFORMATION LITERACY - CLASSROOM ASIGNMENTS GUIDELINES

Definition

Formal research papers as an assignment in regular or online classes. Considered the following steps:

  • Identify and develop your topic.
  • Do a preliminary search for information. (Literature search)
  • Locate materials. (articles, books, E-books, etc.)
  • Evaluate your information sources.
  • Make preliminary notes during the process of reading and reviewing the information sources.
  • Write the research paper. (use MLA or APA format)

Framework for Information Literacy - Research as Inquiry

RESEARCH AS INQUIRY

Research is iterative and depends upon asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field.

KNOWLEDGE PRACTICES

• organize information in meaningful ways;

• synthesize ideas gathered from multiple sources;

 • draw reasonable conclusions based on the analysis and interpretation of information.

• accesses the needed information effectively and efficiently

Framework for Information Literacy - Information Has Value

INFORMATION HAS VALUE

Information possesses several dimensions of value, including as a commodity, as a means of education, as a means to influence, and as a means of negotiating and understanding the world. Legal and socioeconomic interests influence information production and dissemination.

KNOWLEDGE PRACTICES

• give credit to the original ideas of others through proper attribution and citation;

• determine the initial scope of the task required to meet their information needs;

Framework for Information Literacy - Searching as Strategic Exploration

SEARCHING AS STRATEGIC EXPLORATION

Searching for information is often nonlinear and iterative, requiring the evaluation of a range of information sources and the mental flexibility to pursue alternate avenues as new understanding develops.

KNOWLEDGE PRACTICES

• utilize divergent (e.g., brainstorming) and convergent (e.g., selecting the best source) thinking when searching;

• match information needs and search strategies to appropriate search tools;

• design and refine needs and search strategies as necessary, based on search results;

• ability to describe how information systems (i.e., collections of recorded information) are organized in order to access relevant information;

• use different types of searching language (e.g., controlled vocabulary, keywords, natural language) appropriately;

Information Literacy Rubric Applied

# Category 0 1 2 3 RATING
Determine the extent of the information require and access it effectively and efficiently  
1 Topic Statement Topic is unfocused. Topic is somewhat focused. Topic is mostly focused. Clear, focused topic.  
2 Topic Development Includes only a general topic idea with no background or discussion. Includes minimal background and discussion. Includes some background and discussion. Includes complete exploration of background and relevant discussion.  
3 Topic Exploration Explores topic from one point of view or presents only one perspective on topic. Explores topic from two points of view with minimal discussion to support perspectives identified. Explores topic from more than two points of view with some some discussion to support perspectives identified. Explores topic from multiple points of view with discussion that fully supports perspectives identified.  
4 Range of Sources Use of sources is not balanced - heavily relies on one source of information and/or one author. Sources are somewhat balanced. Sources are mostly balanced. Sources are balanced, multiple types of sources from multiple authors.   
Evaluates information and its sources critically  
6 Relevance of sources/evidence cited in the paper No cited source is relevant to the topic being described. Some cited source is relevant. Most cited source is relevant. All cited sources are relevant and appropriate to the topic being described.  
7 Timeliness of sources/evidence cited in the paper No sources and evidence were published/created within an appropriate timeframe to be relevant to the paper. Some sources and evidence were published/created within an appropriate timeframe. Most sources and evidence were published/created within an appropriate timeframe. All sources and evidence were published/created within an appriate timeframe.  
Incorporates selected information into one's knowledge base  
8 Use of paraphrasing Does not paraphrase: all information/ evidence from outside sources is either directly quoted or copied with no further explaination. Uses own words to demonstrate understanding of how and why some sources/ evidence relate to the topic being discussed. Uses own words to demonstrate understanding of how and why most sources/ evidence relate to the topic being discussed. Uses own words to demonstrate understanding of how and why all sources/ evidence relate to the topic being discussed.  

 

Understands the economic, legal, and social issues surrounding the use of information, and accesses and uses information ethically and legally  
10 Quotation are used appropiately  Inappropriate number or length of quotations  Somewhat appropriate number and length of quotations. Mostly appropriate number and length of quotations. Appropriate number and length of all quotations incleded in paper.  
11 Properly constructed bibliograpghy/reference list Bibliography/ reference list never includes enough information for reader to independently locate source. Bibliography/ reference list sometimes includes enough information for reader to independently locate source. Bibliography/ reference list mostly includes enough information for reader to independently locate source. Bibliography/ reference list always includes enough information for reader to independently locate source.