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  1. Home
  2. Academics
  3. John R. Chapin Undergraduate Exhibition
  4. Excellence in Information Literacy Awards

Information Literacy Award Rubric

Research Process and Strategies

Learning objective

The student is able to identify relevant keywords and appropriate databases in order to develop and efficient and effective search strategy.

Beginning – 1

The student cannot explain or show evidence of having used keywords or selected databases / resources appropriate to their project.

Developing – 2

The student can articulate or provide evidence of a search strategy, but keywords may be limited to obvious ones for the topic, and database / resource selection may be general such as Google or the Libraries’ discovery layer.

Accomplished – 3

The student can articulate or provide evidence of a search strategy and an evolution of keyword development through the search process. Database / resource selection is discipline-specific in addition to general.

Exemplary – 4

In addition to all the criteria in “Accomplished” the student also uses advanced search strategies such as using the bibliography of relevant works to find sources, using Web of Science citations, browsing through key journals in their field, or using advanced database features such as controlled vocabulary.

Source selection

Learning objective

The student is able to select the most relevant information in order to support their research question and form a cohesive understanding of the scholarly conversations happening around the topic.

Beginning – 1 

Sources are irrelevant and/or inappropriate and do not contribute to the goals of the project or fit the information need. Sources might be from an advisor or PI.

Developing – 2

Only some of the sources are relevant / appropriate and match the goals of the project or fit the information need.

Accomplished – 3

All sources are relevant and appropriate and match the goals of the project or information need.

Exemplary – 4

In addition to all the criteria in “Accomplished” sources are diverse and demonstrate in- depth knowledge of the breadth of scholarly conversation in the discipline.

Source integration

Learning objective

The student is able to integrate sources into their own work in order to contextualize how this project fits into the larger scholarly conversation as well as recognize how their prior knowledge might contribute to how they integrate sources and enter the scholarly conversation.

Beginning – 1

No evidence is used to support or contextualize arguments; research appears to have been done isolation. Student’s prior knowledge is limited to interjecting opinion into the project.

Developing – 2

Evidence from other sources does not support or contextualize the arguments, which interferes with the ability to interpret claims. Student’s prior knowledge is opinion based and may interfere with the ability to balance their opinion with the ideas of their selected sources.

Accomplished – 3

Sources are integrated to support or contextualize arguments. Student’s prior knowledge allows them to balance their own opinions with the knowledge of their sources.

Exemplary – 4

Sources are well integrated to support or contextualize arguments, and the student can articulate how their research adds to the scholarly conversation around this topic, whether filling a gap or furthering a conversation. Student’s prior knowledge allows them to acknowledge their own biases and that is accounted for in the project. This prior knowledge might also allow them to use the sources in a more sophisticated way.

Citations

Learning objective

The student is able to cite their sources appropriately in order to give appropriate credit for the ideas of others.

Beginning – 1

There are no citations on the poster and visual elements are lacking proper credit / citations making it impossible to locate original sources.

Developing – 2

Sources and visual elements are cited but may be using the incorrect disciplinary format, no traditional format, or some citations may be missing entirely.

Accomplished – 3

All sources and visual elements are documented in an appropriate disciplinary format but with a few errors and inconsistencies.

Exemplary – 4

All sources and visual elements are cited in an appropriate disciplinary format consistently and completely throughout.

Social, Ethical, or Economic Considerations in Accessing Information

Learning objective

The student is able to articulate the cost of accessing subscription-based research resources in order to grapple with ideas of access and privilege in the information economy.

Beginning – 1

The student does not acknowledge that information has a cost or that access is limited based on institutional affiliation (or lack thereof).

Developing – 2

The student acknowledges that some information is found freely on the web and that some is found through Library databases but can only vaguely describe what that means about cost and access.

Accomplished – 3

The student acknowledges that some information is found freely on the web and that some is found through Library databases and can describe the impact that might have on their own research and that of others.

Exemplary – 4

In addition to all the criteria in “Accomplished” the student also acknowledges that as an information producer they need to think about how they share their own research with a broader community.

John R. Chapin Undergraduate Exhibition

  • Creative Activity Registration Form
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  • Excellence in Information Literacy Awards
    • Information Literacy Award Criteria
    • Information Literacy Award Rubric
  • Undergraduate Exhibition Posters
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