Rubric for Literature Review Online Discussion - Group Leader
Point Value 100 Criteria
  The group leader will demonstrate an observable understanding of the article being discussed. The understanding will be at the critical thinking and synthesis level. 
  The group leader will demonstrate an ability to engage the audience in a discussion that is relevant to the goals of the course, purpose of the article, and related concepts.
  The group leader will demonstrate the ability to effectively organize the discussion. This includes: 
       - keeping the discussion focused on the topic; 
       - providing structure including essential quesitons for discussion, beginning arguments, closing arguments, wrap-up or synthesis).
  The group leader will demonstrate the ability to respond to questions effectively. 
  The group leader will demonstrate the ability to relate the concepts discussed in the articles to personal and professional experience by using examples from everyday practices.
  Total


Rubric for Printed Article Summary

Criteria and Qualities

Low

Middle

High
Point Value
Up to .5 points for each criteria and quality
Up to 1 point for each criteria and quality
Up to 2 points for each criteria and quality
Introducing the idea:
Problem statement		 Neither implicit nor explicit reference is made to the topic or purpose of the article. Readers are aware of the overall problem, challenge, or topic of the article. The topic is introduced and groundwork is laid as to the direction of the article.

Body:
Flow of the summary

The summary appears to have no direction, with subtopics appearing disjointed.
There is a basic flow from one section to the next, but not all sections or paragraphs follow in a natural or logical order.
The summary goes from general ideas to specific conclusions. Transitions tie sections together, as well as adjacent paragraphs.

Coverage of content 

Major sections of pertinent content have been omitted or greatly run-on. The topic is of little significance to the Media Selection and Evaluation course. All major sections of the pertinent content are included, but not covered in as much depth, or as explicit, as expected. Significance to the Media Selection and Evaluation course is evident. The appropriate content in consideration is covered in depth without being redundant. Sources are cited when specific statements are made. Significance to the Media Selection and Evaluation course is unquestionable.

Clarity of writing and writing technique

It is hard to know what the writer is trying to express. Writing is convoluted. Misspelled words, incorrect grammar, and improper punctuation are evident.
Writing is generally clear, but unnecessary words are occasionally used. Meaning is sometimes hidden. Paragraph or sentence structure is too repetitive. Few (3) spelling, grammar, or punctuation errors are made.
Writing is crisp, clear, and succinct. The writer incorporates the active voice when appropriate and supports ideas with examples. No spelling, grammar, or punctuation errors are made.

Conclusion:
A synthesis of ideas and application to library media center program

There is no indication the author tried to synthesize the information or make a conclusion based on the literature under review. No application to library media center program is provided.
The author provides concluding remarks that show an analysis and synthesis of ideas occurred. Some of the conclusions, however, were not supported in the body of the report. The application to library media center program is stated.
The author was able to make succinct and precise conclusions based on the review. Insights into the problem are appropriate. Conclusions and the application to library media center program are strongly supported in the review.

Citations/References:
Proper APA format

Citation for the article did not follow APA format and was missing essential information.
Citation for the article did follow APA format; however; a few (2) errors in essential information were evident.
Citation for the article did follow APA format. Essential information was accurate and complete.

Timeliness

Material was submitted more than one class late.
Material was submitted up to one class late.
Material is submitted on time.

Attachments

Photocopy of article and rubric are not attached.
Photocopy is missing pages and not legible; rubric is attached.
Photocopy is attached and legible; rubric is attached.
How has this article helped you think differently about the topic? (Type response on back or another sheet of paper.)
How will you use the ideas to accomplish the goals of this course? (Type response on back or another sheet of paper.)
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