| Accepted | Needs Work/Resubmit | |
|---|---|---|
| Collaboration with librarian in applying for stipend | Librarian was clearly involved in the application process. |
Librarian was uninvolved in the application process. |
| High level of involvement with librarian | Librarian is a partner in the development and application of content. Examples: repeated class visits by the librarian, co-teaching, or assessment of the IL component. | Librarian has low level of involvement in development and application of content. Examples: only a single visit by the librarian, librarian only creates learning objects, or librarian is seen only in consultations outside of class. |
| Assignment is major component of course | Assignment is integral to overall course goals and scaffolded throughout the semester. Example: a multi-stage project that includes concepts built upon through multiple instructional sessions. | Assignment is a stand-alone project that doesn’t align with the larger course goals. Example: a single assignment that can be addressed through search demonstrations by the librarian. |
| Assignment Design | Clearly focuses on the research and/or writing process. Creates an authentic learning experience. Examples: demonstrating disciplinary writing/research to students, addressing how students can transfer knowledge and skills, and/or considering problem-based learning. | Focuses on the product rather than the process. Learning experience doesn’t align with course goals. Learning isn’t transferable. |
| Learning outcomes address IL skills/concepts | Learning outcomes involve critical thinking and evaluation. Learning outcomes address aspects of the disciplinary or general ACRL Framework concepts of information literacy. Examples: https://guides.smu.edu/research_assignments/slos | Learning outcomes don’t address ACRL frameworks, research assignment design guide, or doesn’t include IL learning outcomes. |
| Identifies bottlenecks to learning | Discusses potential roadblocks or hurdles to learning based upon past assignments or disciplinary knowledge. | No roadblocks or hurdles to learning are discussed. |
| Demonstrates dedication to include critical information literacy | Assignment and collaboration with librarian show evidence of thoughtful incorporation of critical information literacy, such as recognizing information privilege and access, challenging authority, centering marginalized voices, including nontraditional source types, investigating knowledge and information production, etc. | There is no discussion of critical information literacy, or it is discussed shallowly. |