http://www.youtube.com/watch?v=HnbNcQlzV-4

Source: www.freep.com

• Information access, overload, quality• Gaining essential information knowledge

and skills• Providing meaningful learning

opportunities• Providing opportunities for our children

to succeed at the highest possible levels.

Information Age Problems

Information Overload

Teachers and students report that for today’s students, research means “Googling”.

Teachers surveyed listed Google as the first source for research by 94% of their students.

Source: Buchanan, Judy, et al. Pew Internet. 1 November 2012. Document. 9 February 2013.

Pew Internet Study

BCPS & The Big6Middle School – High School Presentation

February 2013

The “Big6™” is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

Developed by educators Mike Eisenberg and Bob Berkowitz, Big6 is a problem solving method and is the most widely-known and widely-used approach to teaching information and technology skills in the world.

Big6 is not an add on – it should be woven into existing classroom instruction.

It will aid teachers in preparing students to be lifelong learners and problem solvers.

The Big6

The Big6 derives its name from the six research steps that make up the model. The Big6 guides users through the following processes:

Step 1 – Task Definition Step 2 – Information Seeking Strategies Step 3 – Location and Access Step 4 – Use of Information Step 5 – Synthesis Step 6 – Evaluation

(Jansen, “The Big6 Goes Primary”)

What is

Advantages◦The Big6 is able to be used at virtually any

grade and ability level. ◦Students are able to work through steps at

their own pace allowing differentiation based on interest, reading level, and learning style (Jansen, “Differentiating Instruction” 32).

◦ Multiple literacies and content can be integrated in a logical manner using the Big6 approach (Needham, 42).

Why Use the Big6?

21st Century Skills & Big 6- A Great Match

1.1 Define the information problem1.2 Identify information needed (to solve the

information problem)

What is the task? What types of information do I need? What am I doing? What is the assignment? How much time will be given? What is required? What am I supposed to do? What will it look like if I do a really good job? What are the essential questions?

Task Definition1

Rubric / Evaluation. Provide students with a checklist/rubric at the beginning of a project.

2.1 Determine all possible sources (brainstorm)

2.2 Select the best sources

What are possible sources? Which are the best? What will have the answers? What can I use to find what I need?

Information SeekingStrategies2

• Provide students with Resource options.–Books–Encyclopedia–Atlas–Almanac–Magazine (Print and online)–Brochure–Interview–World Wide Web–Others –

Possible Resources

Because anyone can publish on the world wide web, it is critically important that students learn to evaluate web sites for authority, accuracy, relevance, currency, and objectivity.

http://www.dhmo.org/

Evaluating Websites

Webpath Express Screenshot

3.1 Locate sources (intellectually and physically)3.2 Find information within sources

Where is each source? Where is the information in each source? Where can I find the resources? Where can I find what I need?

StrategyUse the index and table of contents to determine if the source has helpful information. Skim and scan. Read bold headings, and captions.

Location and Access3

4.1 Engage (e.g., read, hear, view, touch)4.2 Extract relevant information

How can I best use each source? What information in each source is useful? How will I organize my information? What information can I use?

Use of Information4

http://www.youtube.com/watch?v=V1xMDn-Btkk

Source: http://i3.ytimg.com/vi/V1xMDn-Btkk/mqdefault.jpg

Cornell (2-3 column)

http://www.iowa-city.k12.ia.us/Library/Curriculum/InfoLit/Lessons/Webbing%20Questions.htm

Webbing

• Teach students the difference between summarizing, paraphrasing, and quoting

Ohio University Department of Linguisticshttp://www.ohio.edu/linguistics/info/quoting.html

• Teach students to search for key words and extract important facts

ReadWriteThink• http://www.readwritethink.org/lessons/lesson_view.asp?id=148

• Use a citation template so students can document sources

Resources

5.1 Organize from multiple sources5.2 Present the information

How can I organize all the information? How can I present the result? What will I make? What can I make to finish the job?

Synthesis5

◦Citation Builder ◦Citation Maker ◦EasyBib ◦KnightCite◦Microsoft Word 2010

Creating Citations

6.1 Judge the product (effectiveness)6.2 Judge the process (efficiency)

Is the task completed? How can I do things better?

Did I do a good job? How will I know if I did my job well? Refer to rubric given at beginning of task.

Evaluation6

Use evaluation tools such as rubrics or an evaluation checklist at the beginning and end of a project

-Rubistar-Rubrics4Teachers

www.rubrics4teachers.org

Evaluate

Using the Big6 is not always a linear, step-by-step process.

The Big6 is a useful process for solving problems and completing tasks.

The Big6 is an ideal approach for integrating information literacy learning with all subject area curricula at all grade levels.

Themes of the Big6

Black, Leslie. The Big6. Catawba County Schools. Catawba County Schools, 14 Mar. 2012. Web. 22 Jan. 2013. <http://www.catawbaschools.net/schools/Oxford/Big6/CCS Big6 Training - Oxford.ppt>.

Buchanan, Judy, et al. Pew Internet. 1 November 2012. Document. 9 February 2013.< http://www.pewinternet.org/Reports/2012/Student-Research/Summary-of-Findings.aspx>

Eisenberg, Mike. The Big6: Information & Technology Skills for Student Achievement. 2007. Web. 10 Oct. 2010.

Eisenberg, Michael and Robert E. Berkowitz. 1987. The "Big6™“. Big6.com Oct 18 2010.

Erniec. 2008. Innovation Media Centered. Theory and practice of school librarianship. Web. Jpeg http://erniec.edublogs.org/

Gullahorn, Kat, and Deanne May. The Big6 Research Model: What Is It, Why Use It, How to Implement It. Cooperation Station. LS 5443: Librarians as Instructional Partners, 21 Oct. 2010. Web. 22 Jan. 2013. <http://cooperationstation.wikispaces.com/file/detail/May_Gullahorn_A%202.4.pptx>.

Works Cited

Jansen, Barbara A. “Differentiating Instruction in the Primary Grades with the Big6.” Library Media Connection 27.4 (2009): 32 – 33. Web. 8 Oct. 2010.

Jansen, Barbara A. The Big6 Goes Primary: Teaching Information and Communications Technology Skills in Grades K – 3. Santa Barbara, CA: Linworth Publishing, Inc., 2009. Print.

2009lamsy April 04, 2009. http://www.youtube.com/watch?v=o9B1qr7_gWE&feature=player_embedded. Oct 18 2010

Jstjmy5 (Poster) (2012, February 17). Lucy gets arrested in paris [Video] Retrieved from http://www.youtube.com/watch?v=V1xMDn-Btkk

Needham, J. "Meeting the New AASL Standards for the 21st-Century Learner via Big6 Problem Solving." Library Media Connection 28.6 (2010): 42 – 43. Web. 8 Oct. 2010.

Wells, Greg (Poster) (2010, October 12). I love lucy candy factory video wmv [Video] Retrieved from http://www.youtube.com/watch?v=HnbNcQlzV-4

Works Cited