Technology  &  Information  Literacy  Developmental  Rubric  –  Champlain  College         December  2014  2.0.    

  Emerging  (1)   Developing  (2)   Proficient  (3)   Mastery  (4)  Identifies  questions  for  investigation.  Formulates  and  narrows  research  focus.  

General  inquiry  topic  present.  Not  concerned  with  a  specific,  focused  research  question/thesis.  

Clear,  specific  research  direction  in  place,  with  some  attention  to  scope  &  breadth.  

Has  an  appropriate  research  question/thesis  with  clearly  defined  and  appropriate  scope.  

Has  an  explicit  and  appropriate  research  scope,  identified  by  a  research  inquiry  question/thesis,  evidenced  both  in  treatment  and  supporting  documentation.  

Selects  appropriate  strategies  &  tools  to  access  information  required,  and  revises  search  strategies  as  required.  

Has  difficulty  identifying  key  concepts  and  search  terms.  Retrieves  information  that  has  little  relevance  and  is  lower  quality.  Relies  heavily  on  a  very  small  quantity  or  type  of  sources.  

Accesses  information  using  basic  search  strategies,  relying  on  information  from  a  limited  range  of  sources.  May  incorporate  multiple  information  searches.    Uses  some  source  variety.  Most  sources  are  weighted  towards  certain  types  of  sources  (eg.  Web,  popular).  

Accesses  relevant  information  using  a  variety  of  appropriate  information  resources.  Ability  to  refine  searches  as  appropriate.    Draws  on  a  wide  set  of  sources  that  balances  some  of  the  following:  scholarly/popular,  primary  and  secondary,  news  and  opinion.  

Identifies  key  search  terms  and  concepts.  Utilizes  appropriate  search  tools  and  revises  search  strategies  to  identify,  locate  and  access  the  most  appropriate  information  source.  Draws  from  a  varied  and  extensive  set  of  information  sources  by  numerous  authors,  with  an  extensive  balance  of  scholarly/popular,  primary/secondary,  historical/current,  news/opinion,  web/print.  

Critically  evaluates  and  appraises  information.  

Evaluates  a  source  based  on  relevancy  to  research  topic.  Lacks  critical  evaluation  of  a  source.  Relies  on  source  summary  and  relevancy  for  appraisal  or  has  a  rudimentary  approach  to  evaluation  (such  as  whether  an  author  has  a  PhD).  

Shows  some  distinction  between  sources  &  their  relevancy  to  the  research  project.  Evaluates  sources  based  on  authority  and  bias,  but  this  appraisal  may  be  inconsistent.  

Fully  appraises  information  sources  on  a  variety  of  criteria.  Deploys  a  clear  evaluative  mindset  that  considers  multiple  factors  such  as  currency,  author  credibility,  information  reliability,  bias,  perspective  and  intended  purpose  of  information  source.    

Builds  a  contextual  justification  for  the  use  of  a  particular  information  source,  taking  into  account  factors  such  as  credibility,  reliability,  currency,  and  information  purpose.  Analyzes  own  and  others’  assumptions  and  evaluates  from  a  critical  perspective.  

Synthesizes  information:  combines  and  modifies  information  with  existing  knowledge,  to  generate  new  ideas  &  address  inquiry  problems.  

Summarizes  information  used,  with  minor  synthesis  of  ideas.  Information  is  not  used  to  address  a  research  question  or  solve  an  information  problem.  

Uses  information  sources  to  address  and/or  support  argument,  and  demonstrates  evidence  of  reading  to  research  topic.  

Uses  an  appropriate  level  of  information  to  synthesize  a  variety  of  ideas  and  answer  research/inquiry  question,  or  solve  a  problem.  Demonstrates  a  holistic  approach  to  synthesizing  information,  drawing  larger  connections  between  multiple  sources.  

Fully  synthesizes,  integrates  and  connects  information,  incorporating  multiple  pieces  of  others’  work  to  draw  and  communicate  appropriate  conclusions.  Uses  sources  combined  to  generate  new  ideas.  

Attributes  work  by  others  accurately  and  ethically  recognizes  the  intellectual  property  of  others.  

Limited  or  basic  attribution  of  sources  provided.  Significant  or  frequent  errors  in  citations.  Shows  an  attempt  to  acknowledge  and  attribute  the  work  of  others,  but  may  lack  a  formal  citation  style  and/or  ignores  in-­‐text  citations  entirely.  

Clear  attempts  made  at  providing  attribution  or  citation,  but  with  errors.  Inconsistencies  with  citation  details.  Infrequent  omission  of  important  citation  details  (such  as  pagination,  dates,  etc).  

Sources  cited  consistently  and  accurately  throughout  the  work  (both  in-­‐text  citation  and  bibliographies)  using  a  clear  citation  style.  Infrequent  minor  errors.  Demonstrates  fully  the  importance  of  attributing  the  work  of  others.  

Consistent,  thorough,  and  complete  attribution  of  sources  both  in-­‐text  and  in  bibliography,  using  a  specified  citation  style.  Free  of  any  errors.  Recognizes  the  importance  of  attributing  the  work  of  others  and  values  intellectual  property.  

Practices  safe,  legal  and  responsible  approaches  to  storing,  organizing,  presenting  and  using  technology  in  a  digital  environment.  

Exhibits  basic  awareness  or  reflection  on  ethical  implications  of  digital  environments  and  identities.    Navigates  inappropriate  content  and  conduct  with  a  rudimentary  approach.  Shows  little  awareness  of  implications  of,  or  skills  to  building  and  maintaining  an  appropriate  digital/online  presence.  

Occasionally  reflects  and  demonstrates  awareness  of  the  ethical  principles  of  digital  identities.  Lacks  a  consistent  approach  to  building  an  appropriate  digital/online  presence,  or  navigating  inappropriate  content  and  conduct.  

Consistently  reflects  on  and  applies  principles  of  ethics  towards  digital  identities.  Understands  rights  and  responsibilities  of  communicating  and  existing  in  a  digital  environment.  Develops  strategies  to  navigate  inappropriate  content  and  conduct.    

Nuanced  awareness  of  the  “digital  footprint”,  appropriately  managing  personal  and  professional  online  identities.  Reflects  on,  and  models  social  responsibility  and  ethical  principles  in  communication,  interaction  and  conduct.  Takes  an  active  role  as  a  member  of  digital  communities.  

Develops  a  self-­‐learning  approach  to  new  and  emerging  technologies  and  information  structures.  

Makes  basic  use  of  technology  to  communicate  and/or  store  information.  May  not  work  collaboratively  using  technology.  

Displays  a  regular  use  of  technology  to  communicate  and/or  collaborate.  Occasionally  explores  strategies  for  adopting  and  utilizing  new  technologies.  

Seeks  and  uses  technology  solutions  effectively  to  communicate  and  collaborate,  either  individually  or  collaboratively.  Makes  informed  decisions  about  using  appropriate  digital  tools  and  resources.  Actively  explores  and  adapts  new  technologies  for  intended  purposes.  Persists  in  the  appropriate  use  of  technology  to  solve  a  given  problem.  

Makes  thoughtful,  proactive,  appropriate,  effective  and  persistent  use  of  technologies  to  communicate  clearly  and  coherently.  Adopts  new  and  emerging  technologies  for  personal,  academic  and/or  professional  needs.  Uses  technology  effectively  for  collaborative,  creative  and  problem-­‐solving  purposes.  Reflects  on  the  appropriateness,  scope  and  usefulness  of  various  technology  tools  based  on  a  particular  need.