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Information Literacy Standards Training

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dan reeves

on 7 June 2012

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Transcript of Information Literacy Standards Training

Rasmussen College - Brooklyn Park Information Literacy Rubric
Presentation What is information literacy? Information literacy is a set of
abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information. Very important now with the abundance of diverse information resources online. Information is unfiltered This is an information literate student This student can: 1. Determine the nature and extent of the information needed
2. Access needed information effectively and efficiently
3. Evaluate information and its sources critically and incorporate
selected information into his or her knowledge base and value system
4. Use information effectively to accomplish a specific purpose
5. Understand many of the economic, legal, and social issues surrounding
the use of information and access and use information ethically
and legally. Each of these five standards have lower-level and higher-level skills associated with them. Standard One: The information literate student determines the nature and extent of the information needed. Higher Lower The information literate student:

- defines and articulates the need for information.

- identifies a variety of types and formats of potential sources for information.

- considers the costs and benefits of acquiring the needed information.

- reevaluates the nature and extent of the information need. Standard Two: The information literate student accesses needed information effectively and efficiently. The information literate student:

- selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.

- constructs and implements effectively designed search strategies.

- retrieves information online or in person using a variety of methods.

- refines the search strategy if necessary.

- extracts, records, and manages the information and its sources. Lower Higher Standard Three: The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. The information literate student:

- summarizes the main ideas to be extracted from the information gathered.

- articulates and applies initial criteria for evaluating both the information and its sources.

- synthesizes main ideas to construct new concepts.

- compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information.

- determines whether the new knowledge has an impact on the individual's value system and takes steps to reconcile differences.

- validates understanding and interpretation of the information through discourse with other individuals.

- determines whether the initial query should be revised. Higher Lower Standard Four: The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. The information literate student:

- applies new and prior information to the planning and creation of a particular product or performance.

- revises the development process for the product or performance.

- communicates the product or performance effectively to others. Lower Higher Standard Five: The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally. The information literate student:

- understands many of the ethical, legal and socio-economic issues surrounding information and information technology.

- follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources. (APA)

- acknowledges the use of information sources in communicating the product or performance. Lower Higher Plagiarism? Relates to APA - Student selects appropriate documentation style and uses it consistently to cite sources. In a typical information literacy assignment rubric, the correct use of APA style and formatting comprises of no more than 10 - 15% of the total grade for that assignment. Now on to rubric creation! APA? Here are some examples of documentation errors, NOT plagiarism: - In-text citation present but reference page citation is missing (and vice versa)

- In-text citation or reference citation are incomplete or incorrect

- Source information in the wrong order

- Source information formatted incorrectly

- Missing quotation marks, punctuation in wrong place, italicized incorrectly, etc. ? How do incorporate these information literacy skills in your assessments?

What skill/standard/objectives have you not incorporated previously?

Are specific objectives clearly designed for upper level or lower level students? For
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