Students learn best from assignments that provide concrete and specific guidance on research methods. Librarians can help you design assignments that will guide your students toward effective research, and this rubric is one tool we use to do that.
Apply the Research Guidance Rubric for Assignment Design to your assignment to ensure that it has:
Studies have shown that students characterize their own research competencies as inadequate for university-level work, and recognize that their research skills need improving (Head & Eisenberg, 2013, p. 3)
Many faculty report that while they would like students to acquire IL skills, they would rather it did not take away from their class time (Gonzales, 2001; Bury 2011).
We hope you will take advantage of this Guide as you plan your information literacy efforts. And remember, Librarians are always available to work with you to integrate these or other IL activities and assignments into your classes.
Links to Jotform versions of draft surveys.
Draft IL Survey Open Ended Questions:
Librarians can help faculty to:
1. Create better research assignments
2. Create tiered research assignments
3. Embed smaller research components
4. Teach Ubiquity
This guide is designed to help faculty:
Find ideas, tools, and suggestions for incorporating the effective use of information resources in their courses
Develop research assignments that support the development of information literacy skills
Effectively assess information literacy skills and knowledge.
What is Information Literacy?
Information literacy is a set of abilities requiring individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information." 1 Information literacy also is increasingly important in the contemporary environment of rapid technological change and proliferating information resources. Because of the escalating complexity of this environment, individuals are faced with diverse, abundant information choices--in their academic studies, in the workplace, and in their personal lives.
Why Information Literacy?
Faculty have noted the need for student skills that go beyond merely knowing how to connect to information through the use of technology. Finding relevant quality information is now more difficult than ever, not easier or quicker. Today's workplace requires graduates who have not just learned how to use technology, but graduates who have learned how to learn, adapting their skills to a rapidly changing information environment.
The Middle States Commission on Higher Education (MSCHE) has led the way in developing and promoting information literacy guidelines and standards. The MSCHE report on Characteristics of Excellence in Higher Education states that information literacy skills "apply to all disciplines in an institution’s curricula." The Association of College and Research Libraries (ACRL), in concert with Middle States, developed a set of performance standards, each comprised of multiple skills, that define an information literate college graduate. Many discipline-specific accrediting agencies emphasize information literacy in their standards including: NCATE, IACBE, APA, ACS, CCNE.
Relation to curriculum
Placement in curriculum
|Isolated learning episodes (one-shot, workshop, unlinked credit courses)||Pervasive throughout the curriculum, linked credit courses, competency requirements|
|Content focus||Tools, search interfaces||Overarching concepts, critical thinking processes, thinking standards|
|Teaching methods||Librarian control/didactic approaches||Construction of learning environments; librarian and faculty act as guides, facilitators|
|Learning transfer||Limited (except skills)||Increased due to multiple learning opportunities, internal motivation, deeper grasp of concepts|
|Assessment||Focus on limited evaluations, skill-based measurements||Focus on competencies, standards as yardstick for outcomes based approaches|
|Relationship to place||Focus on specific libraries||Focus on unbounded universe of information|
|Role of technology||Limited, used in relatively inflexible ways||Expanded role, variety of technologies selected to match instructional situations (“technology as a lever”)|
Created by Craig Gibson, Associate University Librarian for Public Services at George Mason University, and Karen Williams, Digital Library Initiatives Team Leader, University of Arizona for the Immersion Program at ACRL/Institute for Information Literacy and Copyright held by ALA.
Chicago : American Library Association, 2010.
Offers advice on working with both instructors and students to develop assignments that successfully integrate your library's resources.
Chicago : Neal-Schuman, an imprint of the American Library Association, 
This collection addresses how to meet with college and university students at all levels, teach research skills in subjects that are new to them, or develop a campus-wide information literacy initiative
Print Book Call # LC149.7 .G63 2002
Today's workplace demands skills for a productive use of information. This guide explores the basic skills, including thinking and decision-making, creativity enhancement, innovation and risk-taking, computer literacy, subject matter literacy, learning how to learn, and on-the-job help.
Print Book Call # ZA3075 .B87 2010
Covering the basics of planning, collecting, and evaluating, each of the 50 standards-based exercises in this book address one or more of the ACRL Information Literacy Competency Standards for Higher Education and promote conceptual and applied skills via active learning, problem-based learning, and resource-based learning.