information fluency model

Digital Information Fluency Model

Digital Information Fluency (DIF) is the ability to find, evaluate and use digital information effectively, efficiently and ethically. DIF involves knowing how digital information is different from print information; having the skills to use specialized tools for finding digital information; and developing the dispositions needed in the digital information environment. As teachers and librarians develop these skills and teach them to students, students will become better equipped to achieve their information needs.

Digital Information Fluency Modle

Locating Information Efficiently - What Information Am I Looking For? - Where Will I Find the Information? - How Will I Get There?

Rubrics

Competency Level*

mastery

75% or higher accuracy

skilled

50% -74% accuracy

untaught

Less than 50% accuracy

Learners identify key concepts in a research question

Translate a natural language question into a search query

Identify terms that are likely to be effective "as is"

Identify terms for which more effective vocabulary is likely to be required

Learners create effective and efficient search queries

Develop and apply vocabulary building strategies effectively to conduct a digital information search - seek out more specific terms (hyponyms) to narrow a search or more general terms (hypernyms) to broaden a search

Effectively act on informed decisions to revise their search queries based on search results/feedback - interpret evidence that results are relevant and significant

Learners effectively and efficiently select digital collections based on their characteristics

Learners understand the organization of digital information

Select visible Web collections (and sub-collections) based on their characteristics

Select Deep Web (invisible Web) collections (and sub-collections) based on their characteristics

Select other digital collections (and sub-collections) based on their characteristics

Learners select digital search tools based on their effectiveness and efficiency

Select features of a variety of digital tools based on the probability of effectiveness and efficiency

Learners select and apply appropriate search strategies to effectively and efficiently locate reliable digital information related to their academic learning goal(s)

Navigate hyperlink, i.e. browsing strategies

Use subject directory strategies

Use search engine strategies

* These levels are based on performance information from administrations of the 21CIF Assessment published by Information Fluency.

Evaluating Information Effectively - How Good is the Information?

Rubrics

Competency Level*

mastery

75% or higher accuracy

skilled

50% -74% accuracy

untaught

Less than 50%
accuracy

Learners evaluate the quality of a search result to determine its usefulness in the search process

Determine whether or not the digital information addresses the natural language question

Decide whether or not the digital information suggests revisions to search queries (revision decision)

Learners evaluate the quality of a search result to determine the reliability of its content

Investigate internal content reliability (accuracy)

Investigate external validation of information

Learners evaluate the quality of a search result to determine the reliability of its source

Investigate author/publisher reliability (authority, bias)

Investigate external validation of author/publisher (references)

* These levels are based on performance information from administrations of the 21CIF Assessment published by Information Fluency.

Using information Ethically - How will I Ethically Use the Information?

Rubrics

Competency Level

mastery

95% or higher of the time

adequate

85% -94% of the time

unacceptable

Less than 84% of the time

Learners ethically use digital information

Learners decide whether or not to integrate digital information related to a specific information task

Learners cite the source and/or author for the selected digital information

It could be argued that Competency in Ethical Use should be demonstrated by "always citing the source" and that anything less demonstrates incompetency. The levels stated here may be considered "lenient" standards.

Universal dispositions affecting Information Fluency

Rubrics

Dispositions**
Learners acquire the dispositions necessary for successful digital information fluency

mastery level

sufficient level

insufficient level

Consistently demonstrates confidence in finding a solution when engaged in the digital information fluency process

Often demonstrates confidence in finding a solution when engaged in the digital information fluency process Seldom demonstrates confidence in finding a solution when engaged in the digital information fluency process

Consistently demonstrates persistence while engaged in the digital information fluency process Often demonstrates persistence while engaged in the digital information fluency process without often giving up Often gives up before information is located, evaluated or cited

Engages in the digital information fluency process despite distractions Demonstrates focus to avoid most distractions when engaged in the digital information fluency process Is often distracted while engaging in the digital information fluency process

Demonstrates open-mindedness to a variety of strategies and tools when engaged in the digital information fluency process Considers more than one strategy or tool when engaged in the digital information fluency process if the first strategy or tool is ineffective Rigidly holds to one strategy or tool when engaged in the digital information fluency process, even if the strategy or tool is ineffective

Consistently demonstrates curiosity for exploring ideas when engaged in the digital information fluency process Often demonstrates curiosity for exploring ideas when engaged in the digital information fluency process Seldom demonstrates curiosity for exploring ideas when engaged in the digital information fluency process

Often demonstrates meta-cognitive thinking to adjust the use of strategies and tools when engaged when confronted with a challenging search task Occasionally demonstrates meta-cognitive thinking to adjust the use of strategies and tools when engaged when confronted with a challenging search task Seldom demonstrates meta-cognitive thinking to adjust the use of strategies and tools when engaged when confronted with a challenging search task

Insists upon looking beyond the first answer retrieved. Often demonstrates drive to look beyond the first answer retrieved. Seldom demonstrates drive to look beyond the first answer retrieved.

Consistently demonstrates an attitude of adaptability to respond to inconclusive or ineffective search results
Occasionally demonstrates an attitude of adaptability to respond to inconclusive or ineffective search results Rarely demonstrates an attitude of adaptability to respond to inconclusive or ineffective search results

** To our knowledge, these dispositions are not currently measured by any assessment.

Dispositions** Learners acquire the dispositions necessary for successful digital information fluency
mastery level	sufficient level	insufficient level
Consistently demonstrates confidence in finding a solution when engaged in the digital information fluency process	Often demonstrates confidence in finding a solution when engaged in the digital information fluency process	Seldom demonstrates confidence in finding a solution when engaged in the digital information fluency process
Consistently demonstrates persistence while engaged in the digital information fluency process	Often demonstrates persistence while engaged in the digital information fluency process without often giving up	Often gives up before information is located, evaluated or cited
Engages in the digital information fluency process despite distractions	Demonstrates focus to avoid most distractions when engaged in the digital information fluency process	Is often distracted while engaging in the digital information fluency process
Demonstrates open-mindedness to a variety of strategies and tools when engaged in the digital information fluency process	Considers more than one strategy or tool when engaged in the digital information fluency process if the first strategy or tool is ineffective	Rigidly holds to one strategy or tool when engaged in the digital information fluency process, even if the strategy or tool is ineffective
Consistently demonstrates curiosity for exploring ideas when engaged in the digital information fluency process	Often demonstrates curiosity for exploring ideas when engaged in the digital information fluency process	Seldom demonstrates curiosity for exploring ideas when engaged in the digital information fluency process
Often demonstrates meta-cognitive thinking to adjust the use of strategies and tools when engaged when confronted with a challenging search task	Occasionally demonstrates meta-cognitive thinking to adjust the use of strategies and tools when engaged when confronted with a challenging search task	Seldom demonstrates meta-cognitive thinking to adjust the use of strategies and tools when engaged when confronted with a challenging search task
Insists upon looking beyond the first answer retrieved.	Often demonstrates drive to look beyond the first answer retrieved.	Seldom demonstrates drive to look beyond the first answer retrieved.
Consistently demonstrates an attitude of adaptability to respond to inconclusive or ineffective search results	Occasionally demonstrates an attitude of adaptability to respond to inconclusive or ineffective search results	Rarely demonstrates an attitude of adaptability to respond to inconclusive or ineffective search results