Rubrics for Restructuring 2012 - 3 & 4

Over the next few days, I will be updating my 2002 Rubrics for Restructuring. To see the originals and how they can be used read "Now that you know the basics."

III.     Information literacy skills using secondary sources (NETS III.A, II.C.) (NETS 1 b, 2 a, b, 3 d)
Level 1     I am not familiar with the term information literacy, nor do I know why such skills are important.
Level 2    As a part of my curriculum I have library research projects, and I support the library skills taught by the media specialist. I am aware that there are electronic resources available to my students. 
Level 3    My curriculum includes at least two information literacy projects, team-taught with the media specialist librarian. I understand the Big6 or a similar information literacy process and design student projects that require higher level thinking skills, use and cite electronic information sources, demand analysis of source validity, require the use of computer productivity software, and are authentically assessed. I ask students to use technology to help them collaborate and share the results of their research with others. I reinforce information literacy skills on a daily basis as opportunities arise. I help my students document their research using online tools such as wikis.
Level 4  My primary teaching method is based on authetic problem-solving activities. I am actively involved in curriculum planning teams and advocate for multidisciplinary units and activities that require information literacy skills. I share successful units with others through print and electronic publishing and through conference presentations and workshops.

IV.     Information literacy skills - primary sources (NETS III.A, II.C.) (NETS 1 b, 2 a, b, 3 d)
Level 1     When asking students to do research, I expect them to only use secondary resources like books, magazines, or reference materials.
Level 2    As a part of my curriculum, I have some units which require the collection and use of original data. I generally can predict the outcome of such experiments.
Level 3    My curriculum includes at least two information literacy projects that require the collection of original data to answer a genuine question. I may use tools to collect data like computerized probes and sensors, online surveys, interviews, or digitized sources of historical records, as well as tools to record, organize, and communicate the data such as databases and spreadsheets. I help my students document their research using online tools such as wikis. I ask students to use technology to help them collaborate and share the results of their research with others. 
Level 4    My primary teaching method is based on authetic problem-solving activities. I am actively involved in curriculum planning teams and advocate for multidisciplinary units and activities that require information literacy skills. I share successful units with others through print and electronic publishing and through conference presentations and workshops.

Note: Since 2002, research has moved almost completely online. The source of credibility has changed from individual experts to credibility based on mass consenus (Wikipedia). Documenting the research process is now as important as reporting a final outcome and online tools have helped this. The ability to gather and analyze primary source data has grown with social networking tools. Constuctivist-based classrooms provide a realistic alternative to stand and deliver content models and are teaching true 21st century skills. Yet librarians, the information literacy experts, seem to be declining in number. Is it because teachers are doing this teaching themselves?