Digital Information Fluency Model
Common Core State Standards Mapped to Information Fluency
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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.
FAQDIF mapped to Common Core State Standards
Common Core State Standards mapped to DIF (pdf)
1. Locating Information Efficiently: What Information Am I Looking For--Where Will I Find the Information--How Will I Get There?
Rubrics
Competency LevelThese levels are based on performance information from administrations of the 21CIF Assessment published by Information Fluency. |
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mastery 75% or higher accuracy |
skilled 50% -74% accuracy |
untaught Less than 50% accuracy |
1.A Learners identify key concepts in a research question
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1.B Learners create effective and efficient search queries
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1.C Learners effectively and efficiently select digital collections based on their characteristics
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1.D Learners select digital search tools based on their effectiveness and efficiency
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1.E Learners select and apply appropriate search strategies to effectively and efficiently locate reliable digital information related to their academic learning goal(s)
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2. Evaluating Information Effectively - How Good is the Information?
Rubrics
Competency Level |
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mastery 75% or higher accuracy |
skilled 50% -74% accuracy |
untaught Less than 50% |
2.A Learners evaluate the quality of a search result to determine its usefulness in the search process
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2.B Learners evaluate the quality of a search result to determine the reliability of its content
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2.C Learners evaluate the quality of a search result to determine the reliability of its source
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3. Using Information Ethically - How will I Ethically Use the Information?
Rubrics
Competency Level |
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mastery 95% of the time or higher |
skilled 85% -94% of the time |
untaught Less than 84% of the time |
3.A Learners ethically use digital information
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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.
4. Universal dispositions affecting Information Fluency
Rubrics
DispositionsLearners acquire the dispositions necessary for successful digital information fluency |
| Mastery
Acceptable Unacceptable |
| 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 |