CURRICULUM MAPPING RUBRIC FOR INFORMATION LITERACY GENERAL EDUCATION GOAL Northern Virginia Community College Designed by Northern Virginia Community College Libraries, 2014**

Purpose This rubric was created by NOVA Librarians to help academic divisions map their courses to the student learning outcomes for NOVA’s Information Literacy General Education Goal.

Application The rubric is designed to be used with Course Content Summaries (CCS) to identify the potential a course has to help students meet the student learning outcomes (SLO) for our Information Literacy General Education Goal. Course Content Summaries are used because it is impractical to consider all the opportunities that exist for students to achieve any General Education goal through classroom practices. A common misperception in higher education is that Information Literacy instruction is addressed solely through a documented or researched assignment. Information literacy instruction can be effective in many ways that do not require students to find and utilize outside research sources. It is with this understanding that the rubric is meant to be used holistically; where the entire CCS is used to identify the potential a course has for addressing SLO.

The Rubric and Bloom’s Taxonomy NOVA curriculum mapping involves identifying for each course where a student has the opportunity to be Introduced, and/or Practice, and/or Master the SLOs for any goal. This potential can be determined by looking for illustrative verbs in the CCS that align with each of Bloom’s cognitive process dimensions.

Cognitive Process Dimensions* 2001 Revised/1956 Original

NOVA Instruction Levels

HIGHER ORDER THINKING SKILLS

Creating/Evaluation

Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions.

Evaluating/Synthesis

Master

Present and defend opinions by making judgments about information, validity of ideas, or quality of work based on a set of criteria.

Analyzing/Analysis

Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations.

Applying/Application

Practice

Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way.

Understanding/Comprehension

Demonstrate understanding of facts and ideas by organizing comparing, translating, interpreting, giving descriptions, and stating main ideas.

Remembering/Knowledge

Introduce

Exhibit memory of previously learned material by recalling facts, terms, basic concepts, and answers *Adapted from Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon.

Example of Illustrative Verbs*

Cognitive Dimensions

Illustrative Verbs Classify Demonstrate Illustrate Outline Understanding/Comprehension Compare Explain Infer Relate Contrast Extend Interpret Rephrase Choose How Match Recall Remembering/Knowledge Define Label Name Recite Find List Omit Relate *Adapted from Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon.

Using the Rubric It is very important that you use only the CCS AS IT IS WRITTEN to identify the potential the course has to provide instruction for the Information Literacy General Education Goal. Do not consider how any instructor may provide instruction, including common practices and assignments. Steps 1. Familiarize yourself with the Mapping Rubric, which lists the SLOs for the Information Literacy General Education Goal and identifies practices that suggest whether the course provides Instruction, and/or Practice and/or Mastery (I, P, M). 2. Read the CCS carefully, looking for evidence that an Information Literacy SLO is represented. Do not focus solely on the goals and SLOs for the course. 3. Place a check on the rubric for each Information Literacy SLO you feel is represented. 4. Look for words in the CCS from the list of illustrative verbs to help identify where in the course opportunities for I, P, M, exist for each Information Literacy SLO you checked. You may decide that there is more than one instruction level represented for an SLO. 5. Indicate the evidence you feel justifies your selections. 6. You may find that the course does not show potential for any SLO for the Information Literacy goal. If you do, transfer your I, P, M to the appropriate cell for the Information Literacy SLO on the General Education Curriculum Matrix for the course. **Approved by the General Education Council, April 2014

CONTENT SUMMARY MAPPING RUBRIC FOR INFORMATION LITERACY

COURSE:

Student Learning Outcome Determine the nature and extent of the information need; Evidence:

Introduce Uses assignments where information is specified

Practice Uses assignments that offer a range of information sources.

Master Allows for independently selected information options.

2

Access needed information effectively and efficiently; Evidence:

Requires information retrieval from a specific set of resources.

Permits retrieval of information from a set of recommended sources.

Allows for independent and creative strategies in seeking information.

3

Evaluate information and its sources critically and incorporate selected information into his or her knowledge base; Evidence:

Requires prescribed criteria for evaluating and using information.

Offer choices within a range of criteria for evaluation and using information.

Allow independent selection of criteria to justify sources.

4

Use information effectively, individually or as a member of a group, to accomplish a specific purpose; Evidence:

Requires students to use information in prescribed formats.

Offers opportunities within a range of prescribed options for using information.

Allows for independent selection of a means to use information.

5

Understand many of the economic, legal, and social issues surrounding the use of information and access and use information ethically and legally. Evidence:

Introduces the value of information.

Provides opportunities for the demonstration of valuing information.

Provides opportunities to independently demonstrate the valuing of information.

6

Show computer competency in discipline-specific skills necessary for successful transfer or employment Evidence:

Introduces computer technologies specific to the discipline.

Provides opportunities to use disciplinespecific computer technologies.

Requires use of specialized, disciplinespecific computer technologies for graded assignments.

1

REVISED Bloom’s Taxonomy Action Verbs I. Remembering

II. Understanding

III. Applying

IV. Analyzing

V. Evaluating

VI. Creating

Exhibit memory of previously learned material by recalling facts, terms, basic concepts, and answers.

Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas.

Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way.

Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations.

Present and defend opinions by making judgments about information, validity of ideas, or quality of work based on a set of criteria.

Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions.

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Choose Define Find How Label List Match Name Omit Recall Relate Select Show Spell Tell What When Where Which Who Why

Classify Compare Contrast Demonstrate Explain Extend Illustrate Infer Interpret Outline Relate Rephrase Show Summarize Translate

Apply Build Choose Construct Develop Experiment with

Identify Interview Make use of Model Organize Plan Select Solve Utilize

Analyze Assume Categorize Classify Compare Conclusion Contrast Discover Dissect Distinguish Divide Examine Function Inference Inspect List Motive Relationships Simplify Survey Take part in Test for Theme

Agree Appraise Assess Award Choose Compare Conclude Criteria Criticize Decide Deduct Defend Determine Disprove Estimate Evaluate Explain Importance Influence Interpret Judge Justify Mark Measure Opinion Perceive Prioritize Prove Rate Recommend Rule on Select Support Value

Adapt Build Change Choose Combine Compile Compose Construct Create Delete Design Develop Discuss Elaborate Estimate Formulate Happen Imagine Improve Invent Make up Maximize Minimize Modify Original Originate Plan Predict Propose Solution Solve Suppose Test Theory

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon.