I created a five assessment criteria in a rubric (based on Wallendorf and Belk, 1989) to assist students and teachers in reflecting the reliability of information sources and achieve the intentionality necessary for media information literacy (Head et al. 2019). The criteria are helpful to determine whether the quality of the source satisfies for teaching and learning, or the “identification of a suitable information source” (Boerkhorst 2013). The satisfaction level of sources against the criteria ranges from low, medium to high. This is relevant because, i.e.:

-          Authority is constructed and contextual - “Information resources reflect their creators’ expertise and credibility", and

-          Information creation as a process - "Information in any format is produced to convey a message and is shared via a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences." (Benedictine University, 2020)

The rubric is useful across different levels of assessments, micro, meso, macro and mega (Head et al. 2019).  It helps determine whether the information acquired will help create knowledge and MIL reliably (Boerkhorst 2013; Carlson 2019).

_{Sources:
Boekhorst, Albert  (2013). Media and Information Literacy: conceptualization within knowledge societies. In Media and Information Literacy for knowledge societies.} 

For one of my courses, Sustainable AI marketing I created a scenario where students receive a group task to search for information and make an infographic from it. The infographic is about a weekly topic of the course, i.e.: the applications of AI in sustainable marketing. The target audience are students enrolled in the course, which is at the basic to advanced level of higher education. 

To prepare students for the task, the course would invite an university libray’s personnel to talk about:
- Reliability and credibility of online data sources,

- Accessing digital databases,

- Using search strategies to find most relevant, peer-reviewed materials on the given topic.

After searching for the information, student groups would then make an infographic about 3 findings from the information they have found in these reliable data sources. They are also asked to justify why these sources are reliable and credible. The instructor could suggest platforms such as Canvas, Piktochart and the alike for students to create the infographics in. The groups would then share the infographics in a course forum (i.e.: in Moodle) for peer comments.

With these activities, the main objectives of the proposed scenario are:
1) Students are able to assess reliability and credibility of online data sources.
2) Students get guidance from the professionals, the library personnel and the course instructor.
3) Students know how and where to find reliable information sources.
4) Students can synthesize the information from reliable data sources while socializing in the group acitiviy.
5) Students self-evaluate, comment on others’ works while learning as a community.

The learning guide describes topics and tasks, while my initial personal goals help determine my aims and progress as the course goes. This reflection would determine how well my goals are met via course engagement.
The table below presents my self-reflection on how each goals were met by the course activities. It also serves as a basis for my plan to further continuous learning via the new goal.