At this time, the Award is only for our traditional on-campus degree programs. Lord willing the Award will expand to include all our programs, but for now, it is only for on-campus degrees.
Proposal:
In an effort to recognize, encourage, and reward academic excellence on the Life Pacific University campus, the library in conjunction with faculty from each academic program will recognize annually one student from each undergraduate major who has demonstrated superior research ability in their work. Work will be judged based on established Information Literacy standards.
Process:
What will it cost you?
What will the Library do?
Display student work in the Library
Information Literacy VALUE Rubric
Definition: The ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand. - The National Forum on Information Literacy
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Capstone 4 |
Milestones 3 2 |
Benchmark 1 |
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Determine the Extent of Information Needed [SJ1] |
Effectively defines the scope of the research question or thesis. Effectively determines key concepts. Types of information (sources) selected directly relate to concepts or answer research question. |
Defines the scope of the research question or thesis completely. Can determine key concepts. Types of information (sources) selected relate to concepts or answer research question. |
Defines the scope of the research question or thesis incompletely (parts are missing, remains too broad or too narrow, etc.). Can determine key concepts. Types of information (sources) selected partially relate to concepts or answer research question. |
Has difficulty defining the scope of the research question or thesis. Has difficulty determining key concepts. Types of information (sources) selected do not relate to concepts or answer research question. |
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Access the Needed Information [SJ2] |
Accesses information using effective, well-designed search strategies and most appropriate information sources. |
Accesses information using variety of search strategies and some relevant information sources. Demonstrates ability to refine search. |
Accesses information using simple search strategies, retrieves information from limited and similar sources. |
Accesses information randomly, retrieves information that lacks relevance and quality. |
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Evaluate Information and its Sources Critically * [SJ3] |
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.) |
Chooses a variety of information sources appropriate to the scope and discipline of the research question. Selects sources using multiple criteria (such as relevance to the research question, currency, and authority.) |
Chooses a variety of information sources. Selects sources using basic criteria (such as relevance to the research question and currency.) |
Chooses a few information sources. Selects sources using limited criteria (such as relevance to the research question.) |
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Use Information Effectively to Accomplish a Specific Purpose |
Communicates, organizes and synthesizes information from sources to fully achieve a specific purpose, with clarity and depth |
Communicates, organizes and synthesizes information from sources. Intended purpose is achieved. |
Communicates and organizes information from sources. The information is not yet synthesized, so the intended purpose is not fully achieved. |
Communicates information from sources. The information is fragmented and/or used inappropriately (misquoted, taken out of context, or incorrectly paraphrased, etc.), so the intended purpose is not achieved. |
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Access and Use Information Ethically and Legally [SJ4] |
Students use correctly all of the following information use strategies (choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrate a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. |
Students use correctly three of the following information use strategies (choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. |
Students use correctly two of the following information use strategies (choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. |
Students use correctly one of the following information use strategies (choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. |
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Cite all Resources Correctly [SJ5] |
Students cite all resources, in-text or footnotes, and create an appropriately formatted reference page of all resources according to the assigned style. |
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Students cite all resources, in-text or footnotes, OR create an appropriately formatted reference page of all resources according to the assigned style. |
Students fail to cite ALL resources, in- text or footnotes, OR fails to create an appropriately formatted reference page of ALL resources according to the assigned style |
[SJ1]This is a well thought out constructed essay – think good outline and key thoughts. This is not about style, this is about the presentation of the appropriate ideas. It could be an A for ideas, but C for writing style, those are two different ideas.
[SJ2]good search technique ranging from “I googled a couple of terms” to “I used a couple terms in the catalog” to learning subject headings, adding key term, and using limiters.
We have a LibGuide on Search Technique
To grade this, you should have part of the assignment be listing search strategy – appendix, footnote, or annotate bibliography
[SJ3]Used multiple databases to find multiple journals, selected more than journals (newspapers, magazines, conference reports, interviews, websites, etc.)
This is what a CRAAP form is for – evaluate resource
To grade this, you could have part of the assignment be the inclusion of CRAAP forms for each source that is not a peer reviewed journal OR an appendix in which they evaluate aspects of sources
[SJ4]Student doesn’t quote much, but cites everything that needs to be cited. Student knows the difference between common knowledge for the field and what needs citation.
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