INFORMATION LITERACY : Rubric |
| Teacher-librarians
must consider their role in light of the receptiveness of the
various members. Not all interactions will be at an "expert" level
all of the time. |
|
|
Novice
|
Apprentice
|
Practitioner
|
Expert
|
Instruction
of
Information
Literacy
|
Information literacy skills
(ILS) are taught in isolation of the curriculum. |
ILS are integrated into instruction in
a haphazard manner; focus is on location of resources and lower-order
thinking skills. |
ILS that challenge higher-order
thinking skills are integrated into instruction in a deliberate
and sequential manner. |
Authentic learning tasks provide
students the opportunity to apply skills in new and unpredictable
situations.
|
Collaborative
Partnerships
|
Teacher-librarian (TL) provides
ILS instruction when requested or a need arises. |
TL and teacher discuss the learning
objectives and the ILS that students will require to be successful;
TL may assist instruction.
|
TL and teacher deliberate on
the needs of the learners and the subject and information literacy
objectives; some co-teaching is involved.
|
TL and teacher form a partnership
which includes the design, implementation and assessment of the
learning opportunity. |
Library
Resources
|
Library collection is weighted
heavily on print resources. |
Library collection contains
print and non-print resources, and limited online resources. |
Library
collection contains print and non-print resources; TL provides
coaching & mentoring
on use of online resources. |
Library collection contains
a variety of resource formats with breadth and depth; support for
the use of all resource formats is readily available for students
and staff. |
Research
Model
|
No consistent plan to guide the inquiry and research
process. |
Research models vary from teacher to teacher; no
consistent terminology or process. |
A research model is adopted school wide providing
students with consistent terminology and processes. |
The research model is internalized in students
so that they have the skills necessary to become self-directed, lifelong
learners. |
Assessment |
Assessment is teacher driven
and is primarily summative with a focus on the end product. |
There is an attempt to assess the process as well
as the product. |
There is a balance between the
assessment of the process and the product; some student involvement
in the assessment process.
|
A wide range of assessment strategies
are used to evaluate student products and performance; students
are actively involved in the assessment process.
|
