How do you communicate and share rubrics for information literacy assessment with stakeholders and audiences?

1 Define your purpose and audience

Before you design and share your rubrics, you need to have a clear idea of why and how you are assessing information literacy. What are the learning outcomes, standards, or competencies that you want to measure? Who are the stakeholders and audiences that will use or benefit from the rubrics? How will the rubrics align with the curriculum, the institution, or the profession? By defining your purpose and audience, you can tailor your rubrics to meet their needs and expectations.

2 Choose an appropriate format and level

Rubrics can vary in format and level depending on the type and complexity of the task, the criteria and indicators of performance, and the feedback and grading methods. Some common formats are analytic, holistic, developmental, or generic rubrics. Some common levels are basic, intermediate, or advanced rubrics. You should choose a format and level that suits your purpose and audience, and that is clear, concise, and consistent.

3 Involve and consult others

Rubrics are more effective and credible when they are developed and reviewed by multiple perspectives and experts. You should involve and consult others who have a stake or interest in information literacy assessment, such as students, instructors, librarians, or administrators. You can ask for their input, feedback, or validation on your rubrics, and make adjustments or improvements based on their suggestions. This way, you can ensure that your rubrics are relevant, reliable, and valid.

4 Provide guidance and support

Rubrics are not self-explanatory or intuitive. You need to provide guidance and support to help your audience understand and use your rubrics. You can do this by explaining the purpose, criteria, and scoring of your rubrics, and by providing examples, models, or samples of different levels of performance. You can also offer training, workshops, or tutorials on how to apply or interpret your rubrics, and how to use them for learning or improvement.

5 Use multiple channels and platforms

Rubrics are not static or isolated. You need to use multiple channels and platforms to communicate and share your rubrics with your audience. You can do this by embedding your rubrics in the assignment instructions, the syllabus, the course website, or the learning management system. You can also publish your rubrics in the library website, the institutional repository, the accreditation report, or the professional journal. You can also present your rubrics in conferences, webinars, or podcasts.

6 Seek feedback and improvement

Rubrics are not perfect or final. You need to seek feedback and improvement to enhance your rubrics and your information literacy assessment. You can do this by collecting and analyzing data on the results, impact, and satisfaction of your rubrics, and by identifying the strengths, weaknesses, opportunities, and challenges of your rubrics. You can also compare and benchmark your rubrics with other rubrics, standards, or frameworks in the field. You can also revise or update your rubrics based on new evidence, trends, or needs.

7 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?