Created 5/18/2022. This rubric was finalized for use during Spring ‘22. As a work in progress, it may be continuously updated.
SCC Library faculty maintain a running list of suggestions for further development.
OUTCOMES: STUDENTS WILL …
(Research process) Practice strategic processes of inquiry to find appropriate information sources
4 Exemplary
Accesses information using effective, well-designed search strategies and appropriate research tools
Demonstrates ability to refine a search and finds authoritative voices in multiple disciplines
Example indicators:
- Defines a workable research question of appropriate scope
- Demonstrates proficiency in employing multiple, advanced search strategies including controlled vocabulary, Boolean operators, limiters, database filters, use of multiple types of search tools, or searching collections at other institutions and demonstrates the ability to develop the question in response to new information gleaned during the research process
- Selects sources which provide strong support for the research question
- Selects sources which represent widely diverse, unexpected, or alternative perspectives
3 Proficient
Accesses information using a variety of search strategies and some relevant research tools
Demonstrates ability to refine a search and finds authoritative voices within a discipline
Example indicators:
- Defines a workable research question of appropriate scope
- Replaces everyday language search terms with controlled vocabulary
- Uses simple strategies for refining search results like combining two concepts using “AND,” date filters, or domain limiting in a web search
- Selects sources which support the research question
- Selects sources which represent diverse perspectives
2 Developing
Accesses information using simple search strategies; retrieves information from limited and similar sources
Example indicators:
- When searching, defines a research question which is incomplete, or extremely broad or narrow in scope
- Demonstrates ability to develop simple searches by varying vocabulary or using multiple tools
- Selects relevant sources which don’t provide strong support
- Selects information sources which represent limited perspectives
1 Beginning
Accesses information randomly; retrieves information that lacks relevance and/or quality
Example indicators:
- When searching, does not define a workable research question
- Conducts a single search instead of developing a search by trying a variety of search terms or tools
- Selects sources of questionable relevance
- Selects resources which represent a single perspective
(Evaluation) Evaluate information in order to select sources appropriate for their research needs and which represent a variety of perspectives.
4 Exemplary
Chooses a variety of superior* information sources for the scope and discipline of the research need
All sources meet the evaluative criteria: Relevance, Authority, Timeliness
Example indicators:
*Examples:
- sources from highly authoritative authors, journals, or publishers
- sources from multiple perspectives or disciplines
- sources representing changes over time
3 Proficient
Chooses an appropriate variety of information sources for the scope and discipline of the research need
Example indicators:
- All sources meet evaluative criteria: Relevance, Authority, Timeliness
2 Developing
Chooses an insufficient variety of information sources for the scope and discipline of the research need AND/OR
Some sources minimally meet evaluative criteria: Relevance, Authority, Timeliness
1 Beginning
Chooses an insufficient variety of information sources for the scope and discipline of the research need
Several sources don’t meet evaluative criteria: Relevance, Authority, Timeliness
(Citation) Following appropriate citation guidelines, ethically integrate the work of others into their own information production
4 Exemplary
Demonstrates a clear understanding of many of the ethical, legal and socio-economic issues surrounding information use (i.e., attribution, plagiarism, copyright, & privacy)
Example indicators:
- Provides consistently correct citation style and formatting for sources, both in-text and references
3 Proficient
Demonstrates an understanding of many of the ethical issues surrounding information use
Example indicators:
- Provides sufficient information to identify and locate sources but may not use correct citation format
- Demonstrates the ability to correctly apply the citation format, both in-text and bibliographically, with minor errors
2 Developing
Demonstrates a rudimentary understanding of the ethical issues surrounding information use
Example indicators:
- Provides some identifying information, but not enough to reliably locate sources
- Demonstrates the ability to apply the citation format, both in-text and bibliographically, with major errors and/or missing citation components
1 Beginning
Demonstrates a lack of understanding of the ethical issues surrounding information use
Example indicators:
- Does not provide citation for sources
(Lifelong Learning) Use college and/or public library resources to support their information needs.
4 Exemplary
Uses library resources beyond supporting information needs to enrich their lives or those of their community
3 Proficient
Uses library resources to support their information needs
2 Developing
Values or shows interest in using library resources to support their information needs
1 Beginning
Is unaware of value or usefulness of library resources which support their information needs
Suggestions/ideas for subsequent rounds of editing:
- Apply Bloom’s: View through lens of Bloom’s taxonomy by mirroring stages (UNDERSTANDING to CREATION) with progressive evaluative criteria levels 1-4.
- Apply ACRL Framework: Reconsider using additional concepts and language from the Framework in our outcomes and evaluative criteria.
