Information Literacy Module for Majors
Available to support any department
Tony Penny, Research Librarian – Goddard Library
Research & Library
Instruction Services
We support the academic
curriculum and promote
the library as a cocurricular experience.
Please contact Tony at
apenny@clarku.edu to
start connecting a Major
to the Information Literacy
outcome.
LEEP Learning Outcome #2: Intellectual & Practical Skills: Information Literacy
ORIENT
STUDENT BEHAVIORS
FOUNDATIONAL/
HIGH IMPACT EXPERIENCES
EXPLORE
• I can determine what subjectspecific references or standard
works/ publications exist for my
Major.
• I can determine what subject terms/
language is used in specific
discipline(s) that will support my
Major.
Based on a research assignment:
• Use a subject specific reference to
gain definitions and fill any
knowledge gaps.
• Learn the professional language
(subject terms) used in the
reference work, or other resource,
to build a professional vocabulary.
Ways & Means of
Engagement
ACT
• I can develop a search strategy for
• I can organize my research using a
accessing subject-specific resources
method for note taking, literature/
that are available in different
data storage, and citation
formats and locations.
management.
• I can critically evaluate sources and • I can, before submitting or
analyze them for evidence of a
publishing work, foresee any ethical
larger conversation/ debate.
or legal issues that would require
further investigation.
• Determine and access subjectspecific resources (paper or digital)
and learn any search tools that
accompany the resource.
• Determine format of the resource
and analyze citation use within the
resource.
• Use established research methods
from discipline(s) associated with
the Major as required.
• Consult any governing organizations
and/ or their guidelines (i.e. IRB,
copyright laws, etc.) as needed.
• One-on-one research
advising with individual
students or groups.
• Assisting a faculty
members with
developing information
literacy assignments/
scaffolding research
assignments.
• Working with an entire
Major toward a holistic
approach toward
information literacy.
Information Literacy Rubric*
We recognize every Major
requires unique research
needs.
This module provides an
advanced information
literacy foundation that
allows any Major to then
articulate core resources
and effective practices
that define a Major’s
curriculum.
IDENTIFY the question,
problem or issue
ACCESS the needed
information
Research question is too broad with
undeveloped or no thesis
statement. Keywords, subject
terms, and/or main ideas related to
the topic are missing.
Accesses information randomly
using popular and some
professional resources.
EVALUATE information
and its sources critically
Chooses a few information sources.
Selects sources using limited criteria
(such as relevance to the research
question.)
USE information
effectively to accomplish
a specific purpose with
ethical and legal
awareness
Communicates information from
sources. Intended purpose not
achieved. Citations and references
are incorrect or missing. Resources
cited demonstrate no breath of
research.
1.5
First Years
2
Majors
2.5
Research question and/ or thesis statement is
narrowed in focus. Identifies some relevant
keywords, subject terms, and main ideas
related to the topic.
Accesses information with a simple search
strategy. Uses popular, professional and
scholarly resources with some variety of
format. Demonstrates ability to refine search.
Chooses a variety of information sources
appropriate to the scope of the research
question. Selects sources using multiple
criteria (such as relevance to the research
question, currency, and authority.)
Communicates and organizes information from
sources. Intended purpose achieved. Citations
and references are used in required format
with minor lapses. Resources cited
demonstrate some breath of research.
Capstone
3
Research question and/ or thesis statement is
focused and effective. Demonstrates no lack of
relevant keywords, subject terms, and main ideas
related to the topic.
Approaches Capstone Benchmark
Supporting the
Architecture of a
Major
Undeveloped
1
Approaches First Years’ Benchmark
LEARNING OUTCOMES
Accesses information using effective, welldesigned search strategies by acknowledging the
value and difference of potential resources in a
variety of formats. Balances popular, professional
and scholarly resources as needed.
Chooses a variety of information sources
appropriate to the scope and discipline of the
research question. Selects sources after
considering the importance (to the researched
topic) of the multiple criteria used (such as
relevance to the research question, currency,
authority, audience, and bias or point of view.)
Communicates, organizes, and synthesizes
information from sources. A specific purpose has
been fully achieved. Citations and references are
used correctly in required format. Resources
cited demonstrate strong breath of research.
*This rubric is modeled on the AAC&U Information Literacy VALUE Rubric and uses elements from the Association of College and Research Libraries (ACRL) IL
competency standards and framework.
Teaching students to
navigate the
Research Process
IDENTIFY
ACCESS &
EVALUATE
USE
Ethically