The Big6: a new trick to teaching guided inquiry and problem solving Forget the old saying! You CAN teach your students a new trick! Stacie Alexander: Creative Pitch, Explanation, Rational, Pathfinder, & PowerPoint Creation Bert Becker: Implementation Plan, Lessons, & Additional Support Stacie Alexander & Bert Becker

What is The Big 6? Most widely used approach to teaching information and technology skills in the world Appropriate for K-12, higher education, adult training programs, and anyone else who does problem-solving “applicable to every age group and level of development from pre-K to senior citizen” (Eisenberg, 2003, p. 13) Integrates information search and use skills with technology tools A Guided Inquiry Model A six step process model of how people of all ages solve an information problem A process that encourages students to work smarter and develop the skills and understandings they need to find, process, and use information effectively Guided Inquiry is a process that uses units of inquiry that are planned and guided by the LMS and teachers to help students gain deeper understandings of subject area content and information literacy concepts. Guided Inquiry teaches students skills that are needed in the workplace and daily lives of 21st-century learners (Kuhlthau, Maniotes, & Caspari, 2007). Eisenberg, M. B. (2003). Technology for a purpose: Technology for information problem-solving with the Big6. TechTrends: Linking Research & Practice to Improve Learning, 47(1), 13-17. Kuhlthau, C., Maniotes, L., and Caspari, A (2007). Guided inquiry: Learning in the 21st century. Westport, CT: Libraries Unlimited.

Information Seeking Strategies Task Definition Information Seeking Strategies Location & Access Use of Information Synthesis Evaluation The 6 Steps of the Big6 Provide handout from Big6 webpage on the process. The steps of the Big6 are not a linear process, students can be doing any step at any time and may already be doing these steps, but just not realize it. Each step has two sub-steps. 1. Task Definition 1.1 Define the information problem 1.2 Identify information needed 2. Information 2.1 Determine all possible sources Seeking 2.2 Select the best sources Strategies 3. Location & 3.1 Locate sources (intellectually and physically) Access 3.2 Find information within sources 4. Use of 4.1 Engage (read, hear, view, touch) Information 4.2 Extract relevant information 5. Synthesis 5.1 Organize from multiple sources 5.2 Present the information 6. Evaluation 6.1 Judge the product (effectiveness) 6.2 Judge the process (efficiency) Big 6 skills overview. (2014). Retrieved from http://big6.com/pages/about/big6-skills-overview.php

Why use The Big6? 21st-century learners must be able to problem solve, be computer literate, and know how to use technology for a purpose. The Big6 combines all of these skills in a 6 step process that students can apply to any situation, in the classroom or outside the classroom. The Big6 is a process that encourages students to work smarter, not just faster. The Big6 teaches students how to research with a purpose. Eisenberg, M. B. (2003). Technology for a purpose: Technology for information problem-solving with the Big6. TechTrends: Linking Research & Practice to Improve Learning, 47(1), 13-17. Lincoln Tech. (2011, January 25). Big 6 research [video]. Retrieved from http://youtu.be/JVEiNZuYgjQ

Big6 Planning Team Members Administrators Teachers Library Media Specialist Instructional Support Staff

What are your responsibilities in the Big6 Implementation? Administrators Teachers LMS Instructional Support Staff Arrange for Professional Development session on using Big6 Provide follow up sessions for teachers, LMS, and support staff to meet Plan lessons and units using the Big6 Introduce students to Big6 process Meet with LMS and support staff to collaborate and evaluate throughout the implementation process Collaborate with teachers to plan lessons and units using the Big6 Provide instruction to students on using the Big6 process in the library Meet with teachers and support staff to collaborate and evaluate the implementation process Collaborate with teachers and LMS as needed to support Big6 implementation Meet with teachers and LMS as needed to evaluate the Big6 implementation process

Implementation Action Plan Understand Plan Do Evaluate Understand the Big6 process Plan units using the Big6 Collaborate with LMS on the units Start using Big6 terminology in the classroom Students visit the library for further instruction on the Big6 and research Teachers and LMS evaluate the Big6 process and continue to collaborate throughout the year Implementing Big6 will require PD sessions to start but once teachers know the basics, they start planning the Big6 into their units right away. The team needs to have time to meet and collaborate to start and then meet periodically throughout to evaluate and collaborate.

Timeline of Implementation Beginning of school year Winter Break End of school year 1-3 4 8 5-6 7 9 10 Timeline of Implementation Professional Development Session Planning of units Teachers collaborate with LMS to improve units & plan library visits Teachers start using Big6 terminology in the classroom Students start working on Big6 planned units & visit the library for further instruction from the LMS Teachers & LMS guide students through first unit and the Big6 process Teachers & LMS reflect and evaluate the Big6 process and student success with process Students continue using the Big6 throughout the year Teachers & LMS meet to collaborate on units and plan library visits throughout the rest of the school year Teachers & LMS collaborate to make improvements for next year

What are the learning outcomes for 9th-12th grade students using the Big6? Guided Inquiry “espouses investigation, exploration, search, quest, research, pursuit, and study”. It “does not stand alone, it engages, interests and challenges students to connect their world with the curriculum” (Kuhlthau, Maniotes, & Caspari, 2007, p. 2). Students will : be able to apply the Big6 skills to any problem-solving situation to help solve a problem, make a decision, or complete a task. be able to research a topic in an effective manner. be able to apply the Big6 process to everyday situations, in and out of the classroom. have a basic set of essential life skills to use whenever they need to solve a problem. Kuhlthau, C., Maniotes, L., and Caspari, A (2007). Guided inquiry: Learning in the 21st century. Westport, CT: Libraries Unlimited.

Big6 in the classroom Big6 Research Project Common Core Standards CCSS.ELA-Literacy.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 21st-Century Learner Standards Standard 1: Inquire, think critically, and gain knowledge Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge Standard 3: Share knowledge and participate ethically and productively as members of our democratic society Standard 4: Pursue personal and aesthetic growth Jansen, B. (n. d.). Big6 writing process organizer. Retrieved from http://big6.com/pages/lessons/lessons/big6-writing-process-organizer.php Explain lesson- Students conduct research project using the Big6 process and the Big6 Project organizer linked above. Explain how students use the Big6 process and how teacher, LMS, and support staff can all collaborate for this lesson. Teacher and LMS would plan unit/project together and each would teach parts. Support staff would assist as needed throughout the project.

Big6 in the classroom (cont.) Civil War: A Study in Change Common Core Standards CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 21st- Century Learner Standards Standard 1: Inquire, think critically, and gain knowledge Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge Standard 3: Share knowledge and participate ethically and productively as members of our democratic society Standard 4: Pursue personal and aesthetic growth Berkowitz, B. (n. d.). U.S. history, Civil War: A study in change. Retrieved from http://big6.com/pages/lessons/lessons/u.s.-history-civil-war-a-study-in-change.php Explain lesson, provide explanation of how lesson uses Big6 process. Explain how teachers, LMS, and support staff can all collaborate for this lesson. Teacher sets up lesson and LMS helps provide resources for students to use for research, and support staff will be utilized as needed.

Electronic Database Resources Pathfinder for the Big6 Electronic Database Resources Print Resources Eisenberg, M. B. (2003). Technology for a purpose: Technology for information problem-solving with the Big6. TechTrends: Linking Research & Practice to Improve Learning, 47(1), 13-17. Eisenberg, a creator of The Big6, explains how the model helps students with learning technology skills and encourages collaboration. Eisenberg, M., Murray, J., & Bartow, C. (2014). Big6 by the month: A common sense approach to effective use of common standards for information literacy learning. Library Media Connection, 32(6), 38-41. This article connects the Common Core Standards, 21st-Century Learner Standards, ISTE Standards, and Big6 Skills and provides an explanation of how the Big6 and Common Core can work together to benefit students. Eisenberg, M. & Berkowitz, R. E. (2000). Teaching information and technology skills: The Big6 in secondary schools. Worthington, OH: Linworth Pub. Eisenberg & Berkowitz book, available from the WKU Education Center (ZA3075 .E425 2000), is a guide for using the Big6 process with secondary students. Kuhlthau, C., Maniotes, L., and Caspari, A (2007). Guided inquiry: Learning in the 21st century. Westport, CT: Libraries Unlimited. This book, available in the WKU Education Center (LB1060 .K84 2007), provides an introduction to guided inquiry and why it is essential for 21st-century learners.

Pathfinder for the Big6 (cont.) Search Engines Information Inquiry Web Sites Lincoln Tech. (2011, January 25). Big 6 research [video]. Retrieved from http://youtu.be/JVEiNZuYgjQ Lincoln Tech has created a short comic-type video detailing a typical student interaction related to research. It highlights why students need to learn information literacy skills. Students often just want to use a computer to use it, but the Big6 can help provide guidance to the research process. Online resources to support Big6 information skills. (2009, June). Retrieved from http://nb.wsd.wednet.edu/big6/big6_resources.htm#resoures This website contains resources for each step of the Big6 process including planning charts, brainstorming activities, note-taking methods, and many others. The resources are helpful for all grade levels. What is the Big6. (2014). Retrieved from http://big6.com/pages/about.php This site provides an in-depth explanation of the Big6 model, sample lessons using the Big6 model, and many professional resources related to the Big6. Project information literacy. (2014, October 10). Retrieved from http://projectinfolit.org/ The Project Information Literacy webpage describes what PIL is and what it is seeking to do. The site provides research on information literacy in the early adult years (start of college) and provides a series called “Smart Talks” where leaders in the field of information literacy share information. This site is helpful for high school teachers to understand how important teaching information literacy really is to the success of students beyond high school.

What will the new trick, The Big6, do for you? Encourage Collaboration Teach students a process that they can use now and forever Present a straight forward approach to information problem solving Connect computer skills with information & technology skills Require students to self-assess before submitting work Provide a way for students to break assignments down into manageable parts and thus build confidence