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Collaboration with Faculty

Students develop information literacy (research skills) best in authentic contexts.  So, we actively seek to work faculty members to embed library instruction in courses. Contact a subject librarian to arrange:

  • Instruction sessions tailored to students’ needs (face-to-face, blended, or online)
  • Creating online guides to help students on course research assignments & topics
  • Incorporating library materials into Canvas
  • Developing & enhancing assignments to cultivate information literacy skills

Rubrics for Assessing Information Literacy Competency Levels (download PDF)

An information literacy rubric was created by the Library to:

  • Offer guidelines for faculty to assess students’ information literacy competency levels (can be adapted to support different types of assignments).
  • Assist faculty in designing assessment tasks and learning activities to facilitate the development of information literacy

This information literacy rubric is designed to assess four major aspects:

  1. Define Information Needs
  2. Collect Information
  3. Evaluate Information Sources: Library’s ILO 6
  4. Utilize Information


Competency Level

Low Intermediate Advanced
Define information needs (may not be applicable if students do not keep a research log or list the research steps)
  • Has difficulties articulating the information needs.
  • Limited or no attempt to seek help from instructors or peers.
  • If necessary, seeks help from instructors and peers to clarify the scope of the assignment tasks and determine the information needs.
  • Able to formulate research questions based on the information needs.
  • Has a clear understanding of the information needs.
  • Formulates questions based on the information need and develop a thesis statement accordingly.
  • Identifies key concepts and terms that describe the information need.
Information collection

(may not be applicable)


  • Demonstrates little knowledge on how to find information for the assignment task.
  • Solely relies on course readings or resources recommended by instructors and popular search engines (such as Google and Yahoo!) for quick and convenient results.
  • Uses very simple search strategy such as entering the whole assignment topic.
  • Mostly relies on course readings, resources recommended by instructors and popular search engines.
  • Some evidences of exploring potential resources in different formats or subject areas.
  • Simple search strategies: entering the whole assignment topic or a single term/phrase.
  • Able to identify major electronic and print resources in their disciplines.
  • Selects appropriate tools (Reuters for financial data, EBSCOhost for country and company reports, etc.) based on coverage, audience and limitations of various resources.
  • Devises search strategies using appropriate key concepts and terms.
Evaluation of information sources


  • Many of the sources used, such as those cited in the bibliography, are not clearly related to the task.
  • Limited evaluation skills: sources inaccurate; out-dated; or too basic.
  • Most of the sources used are relevant.
  • Demonstrates some evaluation skills: Most sources are accurate, timely, authority and relevant.
  • Body of works shows attempt to examine and compare sources for inconsistencies.
  • Sources used are relevant.
  • Shows effective and critical evaluation of sources: besides accuracy, currency and authority, also try to examine if sources contradict or complement each other and the suitability for their needs.
  • Body of work identifies limitations of the research methodologies and/or theories, flaw in the reasoning logic, etc. of the sources.
Use information effectively to accomplish the assignment objectives
  • Has difficulties synthesizing information from multiple sources.
  • Tends to quote directly from sources and restate the opinions and conclusions from various sources.
  • Able to recognize appropriate concepts, models or theories from retrieved sources.
  • Explains relevant concepts, models or theories from the source in his/her own words to formulate arguments.
  • Attempts to derive own opinions or conclusion.
  • Recognizes interrelationships between different concepts, models or theories from the sources with those taught in the course.
  • Able to synthesize different findings to construct own logical arguments and derive a new and sound conclusion.
Ethical use of information
  • Shows lack of understanding of the needs and principles of legal and ethical use of information, hence
  • No or poor documentation of sources, e.g., bibliography tends to be disorganized, incomplete or inconsistent.
  • Shows no attempt to identify if sources used are obtained or disseminated legally.


  • Documents sources properly, e.g, in a bibliography, to avoid plagiarism.
  • Attempts to observe appropriate laws and regulations to obtain and disseminate text, data, or multimedia files for research & study, e.g., photocopy limited amount covered by “fair dealing”, obtain permission of use from copyright holder or available under Creative Commons licence.


  • Good documentation of sources, e.g, bibliography in correct and consistent style.
  • In-text reference, footnote or endnote to support arguments and give credits to original ideas.
  • Observes appropriate laws and regulations to legally obtain and disseminate all text, data, or multimedia files for research & study.


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last modified 25 November 2020