|Criteria + Learning Outcome||Beginning||Developing||Accomplished||Exemplary|
|Research process, strategies, & selection of sources: The student is able to identify and use relevant keywords and appropriate databases in order to develop and efficient and effective search strategy to discover relevant information that supports their research question.||The student cannot explain or show evidence of having used keywords or selected databases / information appropriate to their project and research question.||The student can articulate or provide evidence of a search strategy, but development of keywords or search terms may be limited and lack iteration, and database / resource selection may be general such as Google or the Libraries' discovery layer. This results in a homogeneous set of sources selected.||The student can articulate or provide evidence of a search strategy and an evolution of keyword development through the search process that influenced their selected sources. Database / information selection is discipline-specific in addition to general.||In addition to all the criteria in "Accomplished" the student also uses advanced search strategies such as using the bibliography of relevant works to find sources, using impact factor to determine the significance of articles using Web of Science or Google Scholar, browsing through key journals in their field, or using advanced database features such as controlled vocabulary.|
|Source integration: The student uses the sources they have selected to integrate this information into their own work in order to contextualize how this project fits into the larger scholarly conversation as well as recognize how their prior knowledge might contribute to how they integrate sources and enter the scholarly conversation.||No evidence is used to support or contextualize arguments; research appears to have been done isolation. Student does not understand the scholarly conversation happening around their topic.
Student's prior knowledge is limited to interjecting opinion into the project.
|Evidence from other sources does not support or contextualize the arguments, which interferes with the ability to interpret claims.
Student's prior knowledge is opinion based and may interfere with the ability to balance their opinion with the ideas of their selected sources.
|Sources are integrated to support or contextualize arguments. Student can begin to explain some of the dimensions of their scholarly work.
Student's prior knowledge allows them to balance their own opinions with the knowledge of their sources.
|Sources are well integrated to support or contextualize arguments, and the student can articulate how their research adds to the scholarly conversation around this topic, whether filling a gap or furthering a conversation.
Student's prior knowledge allows them to acknowledge their own biases and that is accounted for in the project. This prior knowledge might also allow them to use the sources in a more sophisticated way.
|Attributions & citations: The student is able to cite their sources appropriately in order to give appropriate credit for the ideas of others.||There are no citations or attributions on the poster and visual elements are lacking proper credit / citations making it impossible to locate original sources.||Sources and visual elements are given attribution but are not consistent or are missing entirely.||All sources and visual elements are documented and given attribution, but there are some inconsistencies.||All sources and visual elements are consistently and completely throughout.|
|Social, ethical, or economic considerations in accessing information: The student is able to articulate the cost of accessing subscription-based research resources in order to grapple with ideas of access and privilege in the information economy.||The student does not acknowledge that information has a cost or that access is limited based on institutional affiliation (or lack thereof).||The student acknowledges that some information is found freely on the web and that some is found through Library databases but can only vaguely describe that that means about cost and access.||The student acknowledges that some information is found freely on the web and that some is found through Library databases and can describe the impact that might have on their own research and that of others.||In addition to all the criteria in "Accomplished" the student also acknowledges that as an information producer they need to think about how they share their own research with a broader community.|