Rohrbach Library: Information Literacy matrix

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.

	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

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

	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.

	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

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

	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

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

	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

Page updated 18 March 2011