Big 6: your information literacy solution Mandy Dempsey and Kathryn Stephenson

The Information Problem “…Young children tackle tasks, make decisions, and solve problems on an academic and personal level every day” (Robinson10). As they do so, they are constantly being bombarded with information from a variety of sources. If we expect them to be successful in school and become productive members of society, we need to teach them information literacy skills to help them be effective life-long learners.

What is Information Literacy? As stated in the Information Literacy Competency Standards for Higher Education, “Information literacy is a set of abilities requiring individuals to ‘recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information”(Robinson 10). Information literacy instruction needs to begin with our youngest learners…” (Robinson 10)

What is Big 6? Big 6 is: An information literacy curriculum An information problem-solving process that can be used in all areas of life A set of skills which provide a strategy for effectively and efficiently meeting information needs (Nuts and Bolts of Big6)

Why Should Teachers Use Big 6? Big6 uses a multi-level approach so students can develop competency in information problem-solving and decision-making that will carry forward into lifelong, useable skills (Nuts and Bolts of Big6) Big6 integrates information search and use skills along with technology tools in a systematic process to find, use, apply, and evaluate information for specific needs and tasks (Robinson 11) Big6 skills are not taught in isolation, but within context, current curriculum, and everyday experiences (Robinson 11) Big6 can be applied as a thinking process to deal with most problems and therefore can be applied consistently and repeatedly throughout the learning program, thereby increasing a student’s chances of learning it (Hughes 28)

Big 6 Student Benefits Students will: Learn transferable planning and organizing skills they will be able to apply for a lifetime Find, sort, and apply relevant, credible information to creatively solve a problem. Prepare a solution based on reliable information, and give proper credit to information sources Achieve results using any individual learning style; Students will consider if their current style and approach works well for problem solving Understand general problem-solving concepts and then refine each skill to learn and perfect specific details (Big6.com)

Big 6 Teacher Benefits Adaptable: Your current units and lessons can be framed within the Big6 context. Big6 compliments standards-based curriculum, and has terminology to fit student learning in grades K-12 and beyond. Flexible: Emphasize one Big6 skill or all Big6 skills throughout a school year, based on needs in your school, time and resources available, and library/classroom partnership. Collaboration: Big6 facilitates communication among administrators, classroom teachers, and teacher-librarians. The Big6 is useful when you need to coordinate cross-curricular projects. Training: Big6 Trainers are professional, in-school educators. Big6 workshops are tailored to meet your local needs, and the Big6.com website resources provide ongoing support. (Big6.com)

Support for teaching Big 6 An advantage to the Big6 is that there is a vast array of teaching support and staff development found at http://www.big6.com including: Using Big6 in all content areas such as Language Arts, Math, Music, Science, Social Studies, and Special Needs Free resources such as graphic organizers, note taking, activity pages, and more Information on workshops, grants for training, and webinars Big 6 site for kids to help them understand the process further

Information Seeking Strategies The Big 6 Process Task Definition Information Seeking Strategies Location and Access Use of Information Synthesis Evaluation I changed the graphic because the Big 6 isn’t really a cycle and it doesn’t have to be linear, so I chose not to use arrows.

Step 1: Task Definition Define the Information Problem (What is the task?) Identify the Information Needed (What types of information do I need?)

Task Definition Example My teacher assigned a project on a famous Texan. What is the task? Choose a famous Texan from my teacher’s list to report on: Lady Bird Johnson. What information do I need? Basic information: birthday, family, career Why she’s important to the state of Texas/her accomplishments

Step 2: Information Seeking Strategies Determine all possible sources (What are the possible sources?) Select the best sources (Which sources are the best?)

Information Seeking Strategies Example What are the possible sources to find information on Lady Bird Johnson? Search on Google for information, Use an online database (Encyclopedia Britannica, net Trekker), Encyclopedia, Books on Texas or Lady Bird herself Which sources are the best? Using Google brings up way too much information and I can get the same information on the online encyclopedia as the book form. I’ll start with books about her and then use the internet databases to find more.

Step 3: Location and Access Locate sources (Where is each source?) Find information within sources (Where is the information within each source?)

Location and Access Example Where is each source? The school library has 3 books on Lady Bird Johnson I can access the online databases from my classroom or at home Where is the information within each source? The books are all about her, so I’ll use the index and table of contents to find the information I need. I’ll search each database for her name and then click on the articles that are relevant. Then, I’ll need to skim and read them to find what I need.

Step 4: Use of Information Engage (e.g. read, hear, view, touch) (How can I best use each source?) Extract relevant information (What information in each source is useful?)

Use of Information Example How can I best use each source? I will use the table of contents of the books to find the most important information first. Then, I’ll read the shorter books completely to get more information. I will read the articles found through the databases. I might have to skim first to find what I need. What information in each source is useful? I found the basic information in the books, but one of them was just about her accomplishments as first lady of Texas and the wildflower project. Some database articles were more of the same and some were more in depth.

Step 5: Synthesis Organize from multiple sources (How can I organize my information?) Present the Information (How can I present the information?)

Synthesis Example How can I organize my information? I’m typing up my notes on a word document, organized into categories: basic information, the wildflower project, here career, first lady experience How can I present the information? I’m going to make a timeline of her life on a poster board and a time capsule in a shoe box.

Step 6: Evaluation Judge the product-effectiveness (Is the task completed/Did I do what was required?) Judge the process-efficiency (How can I do things better?)

Evaluation Example Did I complete the task and do what was required? I completed the project on time included important information without giving every detail of her life. How can I do things better? I think I did a pretty good job. Typing on a word document and going back and forth between windows was a bit slow for me. Maybe next time I can organize my notes on index cards.

Integration into Curriculum Math: use The Big 6 as a problem solving strategy. Language Arts: Use The Big 6 to research for presentations or solve characters’ problems. Science: Use The Big 6 as a guide in experiments. Social Studies: Use The Big 6 to find a proposed solution to a cultural or social problem, as well as to gather information on historical events.

Conclusion As a teacher, you have many information gathering models to choose from. Although the Big6 may not be completely different than other models, the advantages are: Clear language that students can understand Easy to follow steps The amount of support available on the Big6 website and all over the internet to assist in integrating it into your curriculum

Just For Fun Teachers, engage your students before you begin with the Big 6 song! http://www.big6.com/2006/12/10/sing-a-song-of-research-turning-the- big6-into-a-tune/

Works Cited "AT&T Knowledge Network Explorer: Nuts and Bolts of Big6." AT&T Knowledge Network Explorer Homempage. Web. 19 Oct. 2009. <http://www.kn.pacbell.com/wired/big6>. Berkowitz, Robert E. and Mike Eisenberg. The Big6. Big 6, 2009. Web. 18 Oct. 2009. <http://www.big6.com>. "Big Six Steps- CRLS Research Guide." Basic Steps to Creating a Research Project- CRLS Research Guide. Web. 19 Oct. 2009. <http://www.crlsresearchguide.org/Big_Six_Steps.asp>. "Big6 Super3 template." Instructional Technology Media Center. Web. 19 Oct. 2009. <http://205.213.162.11/project_big6/super3/super3.htm>. Eisenberg, Michael. "It's All About Learning: Ensuring That Students Are Effective Users of Information on Standardized Tests." School Library Management. 6th ed. Columbus: Linworth Books, 2007. Print. Hughes, Sandra. “The Big6 as a Strategy for Student Research.” School Libraries in Canada 22.4 (2003):28. Journal Article. Robinson, Laura Eisenberg. “Early Learners.” Library Media Connection 27.2 (2008): 10-11. Journal Article.