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Information Literacy Matrix
This matrix is designed and offered to Kutztown
University faculty by the Rohrbach Library Information Literacy
Committee. It can be used to guide the incorporation of information
literacy skill-attainment throughout, or as an element in the
curriculum. Components can be used as is or imaginatively framed for
specific classes.
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Level 1 |
Level 2 |
Level 3 |
Level 4 |
Level 5 |
| The information
literate student defines and articulates the need for information |
Understands the need to
frame the research question Develops a thesis statement
Knows how information is formally produced, organized and
disseminated
Differentiates between types of sources (books vs articles;
scholarly vs non-scholarly) |
Differentiates between
primary and secondary sources, recognizing how their use and
importance vary with each discipline Identifies the purpose and
audience of potential resources (e.g. popular vs. scholarly, current
vs. historical)
Defines a realistic overall plan and timeline to acquire needed
information |
Recognizes the value of
using information to strengthen his/her own arguments
Identifies the value and differences of potential resources in a
variety of formats (e.g., multimedia, database, website, data set,
audio/visual, book) |
Articulates focused
research questions
Recognizes that existing information can be combined with
original thought, experimentation, and/or analysis to produce new
information
Describes criteria used to make information decisions and choices |
Articulates focused research questions, re-evaluates
it for clarity or precision, refines the question
Considers the costs and benefits of completing a
particular research project in light of available financial
resources |
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Level 1 |
Level 2 |
Level 3 |
Level 4 |
Level 5 |
| The information
literate student accesses needed information effectively and
efficiently |
Selects the most
appropriate investigative methods or retrieval systems (e.g.
laboratory experiment, simulation, fieldwork, survey…) |
Investigates benefits
and applicability of various investigative methods
Investigates the scope, content, and organization of information
retrieval systems |
Constructs and
implements effectively-designed search strategies. Retrieves
information in person or online using a variety of methods (e.g.,
browsing, strategizing, Boolean operations…) |
Uses various
classification schemes and other systems (e.g., call number systems)
to locate information resources within the library. Uses surveys,
letters, interviews, and other forms of inquiry to retrieve primary
information |
Synthesize selection, investigation and development
of search strategies to obtain the most relevant sources. |
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Level 1 |
Level 2 |
Level 3 |
Level 4 |
Level 5 |
| The information
literate student evaluates information and its sources critically
and incorporates selected information into his/her knowledge base |
Reads text and selects
main ideas. Selects information that provides evidence for the
topic
Investigates differing viewpoints encountered in the literature
Draws conclusions based upon information gathered |
Recognizes the
cultural, physical, or other context within which the information
was created and understands the impact of context on interpreting
the information Considers whether or not the amount of information
is sufficient to address the issue. |
Uses consciously
selected criteria to determine whether the information contradicts
or verifies information used from other sources Modifies search
strategies to ensure that information is sufficient and focused
enough to address the issue at the appropriate level |
Draws conclusions based
upon information gathered Test theories with
discipline-appropriate techniques (e.g., simulators, experiments,
comparative charts…) |
Examines and compares information from various
sources in order to evaluate reliability, validity, accuracy,
authority, timeliness, and point of view or bias
Tests theories with discipline-appropriate
techniques |
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Level 1 |
Level 2 |
Level 3 |
Level 4 |
Level 5 |
| The information
literate student individually or as a group, uses information
effectively to accomplish a specific purpose |
Develops topic in essay
or other format Transfers knowledge and skills to plan and create
new product or performance
Integrates new and prior information |
Uses a range of
information technology applications in creating the product or
performance Prepares an original annotated bibliography |
Incorporates principles
of design and communication
Communicates clearly and with a style that supports the purposes
of the intended audience |
Effectively organizes
content in support of the purposes of a product, using multiple
sources
Chooses a communication medium that best supports the purposes of
the assignment
Uses an editorial style appropriate to the discipline |
Chooses a communication medium that best supports
the purposes of the assignment
Uses an editorial style appropriate to the
discipline |
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Level 1 |
Level 2 |
Level 3 |
Level 4 |
Level 5 |
| The information
literate student understands many of the economic, legal, and social
issues surrounding the use of information, and accesses and uses
information ethically and legally |
Understands what
plagiarism is and does not plagiarize Uses appropriate
documentation style for citing sources |
Observes copyright laws
Understands issues of privacy, information security censorship and
freedom of speech |
Observes copyright laws
Understands issues of privacy, information security censorship and
freedom of speech |
Understands issues of
intellectual property, copyright, fair use of copyrighted material,
human subject research, and other emerging ethical issues |
Understands issues of intellectual property,
copyright, fair use of copyrighted material, human subject research,
and other emerging ethical issues |
* More components and outcomes can be obtained from
the library’s Website:
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