Standard Three The information literate student evaluates informat= ion and its sources critically and incorporates selected in

Standard Three = The information literate student evaluates information and its sources critical= ly and incorporates selected information into his or her knowledge base and va= lue system.

Performance indicators=	Outcomes to be measured directly	Products/criteria	Outcomes 2B measured indirectly
1. The information literate student summarizes the main ideas to be extracted from the information gathered.<= /span>	a. Reads the text and selects main = ideas b. Restates textual concepts in his= /her own words and selects data accurately c. Identifies verbatim material tha= t can be then appropriately quoted	In paper, student uses citations and quotations appropriately.
2. The information literate student articulates and applies initial criteria for evaluating both the informat= ion and its sources.	a. Examines and compares informatio= n from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias b. Analyzes the structure and logic= of supporting arguments or methods c. Recognizes prejudice, deception,= or manipulation d. Recognizes the cultural, physica= l, or other context within which the information was created and understands the impact of context on interpreting the information		Appropriate critical review of literature releva= nt to his/her topic.
3. The information literate student synthesizes main ideas to construct new concepts.	a. Recognizes interrelationships am= ong concepts and combines them into potentially useful primary statements with supporting evidence b. Extends initial synthesis, when possible, at a higher level of abstraction to construct new hypotheses th= at may require additional information c. Utilizes computer and other technologies (e.g. spreadsheets, databases, multimedia, and audio or visu= al equipment) for studying the interaction of ideas and other phenomena	Accurate and appropriate interpretation of table= s, figures in lit. review, in addition to interpretation of main themes with possibly differing conclusions.
4. The information literate student compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information.	a. Determ= ines whether information satisfies the research or other information need= b. Uses consciously selected criter= ia to determine whether the information contradicts or verifies information used from other sources c. Draws conclusions based upon information gathered d. Tests theories with discipline-appropriate techniques (e.g., simulators, experiments) e. Determines probable accuracy by questioning the source of the data, the limitations of the information gathering tools or strategies, and the reasonableness of the conclusions<= o:p> f. Integrates new information with previous information or knowledge g. Selects information that provides evidence for the topic		Throughout paper, reviews differing viewpoints a= nd conclusions. The student re= aches his/her own conclusions based on the evidence.
5. The information literate student determines whether the new knowledge has an impact on the individual̵= 7;s value system and takes steps to reconcile differences.	a. Investigates differing viewpoints encountered in the literature b. Determines whether to incorporat= e or reject viewpoints encountered		Throughout paper, reviews differing viewpoints a= nd conclusions. The student re= aches his/her own conclusions based on the evidence.
6. The information literate student validates understanding and interpretation of the information through discourse with other individuals, subject-area experts, and/or practition= ers. &nbs= p;	a. Participates in classroom and ot= her discussions b. Participates in class-sponsored electronic communication forums designed to encourage discourse on the to= pic (e.g., email, bulletin boards, chat rooms) c. Seeks expert opinion through a v= ariety of mechanisms (e.g., interviews, email, listservs) &nbs= p;	Demonstrated both in class and in References section.
7. The information literate student determines whether the initial query should be revised. &nbs= p;	a. Determines if original informati= on need has been satisfied or if additional information is needed= b. Reviews search strategy and incorporates additional concepts as necessary c. Reviews information retrieval sources used and expands to include others as needed &nbs= p;	Narrative description of the search process itse= lf, presented at the end of the paper.