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HCTC Library Orientation and Research Guide: START HERE

This guide is meant to help HCTC library users locate and use library resources and aid them in their research.

Welcome!

HCTC Libraries Information Literacy Rubric: Based on the ACRL Standards and ACRL Framework (Click Here for More Faculty & Staff Resources)

IL Standard

Proficient

Developing

Beginning

Research as Inquiry

(Determine the Extent of Information Needed)

-Effectively defines scope of research needs

-Key concepts identified

-Asks questions which contribute to iterative research, creating questions for other researchers in the same or related fields to explore and expand upon

-Information sources chosen effectively answer research questions

-Partially defines scope of research needs

-Some key concepts identified

-Recognizes research as iterative, begins to ask questions which could contribute to deepening understanding of the field

-Information sources chosen partially answer research question

-Does not recognize or mischaracterizes the scope of the research need

-Does not acknowledge the questioning process within the field or pose questions to broaden the conversation

-Information Sources do not answer the research question

Searching is Strategic (Evaluate Information and its Sources Critically, Access the Needed Information, Incorporate selected information into one’s knowledge base)

-Utilizes a broad range of sources appropriate to the information need

-Effectively employs search strategies to meet information need

-Chooses the most effective information sources to answer research questions

-Credibility of sources is established

-Demonstrates understanding of knowledge growth as research is conducted, including the ability to change research need/search strategies to meet new understanding of topics

-Utilizes a broad range of sources appropriate to the information need

-Employs some effective search strategies and some ineffective

-Chooses some effective information sources to answer part of the research question

-Credibility of sources is established using some criteria but not a full range

-Develops a burgeoning understanding that research is non-linear, some alternative information seeking paths established

-Utilizes a narrow range of sources, not all appropriate to the information need

-Employs ineffective or erratic search strategies

-Chosen information sources do not answer the research question

-No to little credibility of sources is established

-No understanding of research as a non-linear process and as a result no alternative research strategies utilized or deepening of understanding of the topic

Authority is Constructed and Contextual

-Demonstrates a skepticism in authority, does not take information purported to be authoritative at face value

-Recognizes authoritative sources benefit from traditional schools of thought and “authorities” may not represent diverse voices in the field who do not conform to traditional demographics

-Demonstrates an openness to new perspectives in the chosen research field(s)

-Beginning to question “authoritative” voices within a field

-Some recognition/acknowledgement that authorities in a field have benefited from traditionalism

-Incorporates some new perspectives in the field(s)

-Does not question authoritative voices in the field, takes all information claiming to be authoritative at face value

-No recognition that authorities in a field have benefited from traditional standards of authoritative constructs

-No new perspectives which deviate from traditional views of the field acknowledged

Scholarship is a Conversation

-Recognizes that research is a sustained discourse within a community

-Recognizes their own role and responsibility as a contributor to that scholarly conversation

-Recognizes that research is a sustained discourse within a community

-Some recognition of their own role and responsibility as a contributor to that scholarly conversation

-Does not recognize that research is a sustained discourse within a community

-No recognition of their own role and responsibility as a contributor to that scholarly conversation

Information Creation as a Process (Use Information Effectively to Accomplish a Specific Purpose)

-Chosen sources are used efficiently to achieve a specific purpose

-Sources combine to communicate the research need effectively without contradiction to thesis, question, etc.

-Demonstrates a clear understanding of the creation process of the chosen sources and an understanding that the sources were created for a specific purpose in and of themselves

-Chosen sources somewhat effectively achieve the purpose of the research need, part of the research need is not fully achieved

-Sources combine to communicate the research need effectively without contradiction to thesis, question, etc.

-Demonstrates some understanding that their sources were created towards a specific purpose and acknowledges the creation process

 

-Chosen sources do not effectively achieve the purpose of the research need

-Sources contradict each other or the research thesis, question, theory, etc., or do not combine to support the user’s information need

-Does not demonstrate an understanding of the creation process or the purpose of the original source

Information has value (Access and Use Information Ethically and Legally)

-Ethically uses information by attributing summarizations, paraphrasing, and quotations to original authors

-Demonstrates knowledge of fair use practices

-Includes correct and appropriate citations of sources used.

-Understands that information is a commodity as well as a means of education and can be used to influence consumers

-Understands that information is impacted by legal, sociopolitical, and economic interests (identifies conflicts of interest that may be present in information sources/authors, etc.

-Ethically uses information by attributing summarizations, paraphrasing, and quotations to original authors

-Demonstrates knowledge of fair use practices

-Includes citations of sources used with some errors

-Demonstrates some understanding of information as a commodity and means of influence

-Demonstrates some understanding of the legal, sociopolitical, and economic interests impacts on the information seeking process, may use sources which contain conflicts of interest

-Does not attribute summarizations, paraphrasing, and quotations to original authors

-Does not demonstrate knowledge of fair use practices

-Does not include citations or citations contain many errors

-Does not demonstrate understanding of information as a commodity and means of influence

-Does not demonstrate understanding of the legal, sociopolitical, and economic interests impacts on the information seeking process, uses sources which contain conflicts of interest or are market driven, for-profit

 

For Faculty: To create custom instructional content to compliment your course please contact Evelyn Hudson at ehudson0018@kctcs.edu or ext. 73147. 

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