Assignment+2

Link to my Big 6 Model Page on my shared wiki:
Assignment 2 Part A

**__Research Brief__:**
====**The Big6 Model** The Big6, designed by Michael Eisenberg and Bob Berkowitz, is an instructional model that focuses on information and technology literacy. It has become increasingly popular in school libraries and classrooms. It’s an alternative design based on Ann Irving’s instructional model (1985). Big 6 has been called “an information problem-solving strategy,” as it applies to all school work, whether it is a minor homework assignment, a project, or a research piece. It’s de signed to help students organize their work process, and arrive at completed tasks more easily, with less stress and confusion. ==== ====There are six stages, with two sub-stages in the Big6 model. It must be followed in order. The students should be taught the exact framework before the task is given. They should be aware of the steps as they progress through their assignment. ====

**1. Task Definition** 1.1 Define the information problem 1.2 Identify information needed **2. Information Seeking Strategies ** 2.1 Determine all possible sources 2.2 Select the best sources **3. Location and Access ** 3.1 Locate sources (intellectually and physically) 3.2 Find information within sources **4. Use of Information ** 4.1 Engage (e.g., read, hear, view, touch) 4.2 Extract relevant information **5. Synthesis ** 5.1 Organize from multiple sources <span style="background: white; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">5.2 Present the information **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">6. Evaluation ** <span style="background: white; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">6.1 Judge the product (effectiveness) <span style="background: white; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">6.2 Judge the process (efficiency)

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==== Although each step can be easily manipulated for an elementary school model, Big6 has an elementary school component, Super3. The steps are written in a child friendly manner, with images and language that they can relate to: ====

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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Michael Eisenberg and his co-author Bob Berkowitz (1990) created the Big6 approach to information literacy after working on several other projects and books together. They wanted to find a tool or method that would enhance the learning process for students, include technology, and create a simple structure that could be applied to many different assignments.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Eisenberg has a master’s degree in information management and library and information science, and a doctorate degree in information science. He was the founding director of the Information Institute of Syracuse and founding dean of the Information School at the University of Washington (1998-2006). Bob Berkowitz is an Adjunct Instructor at Syracuse University’s School of Information Studies, and Visiting Lecturer at State University of New York at Buffalo’s School of Information and Library Studies. Both have a strong commitment to library media specialists and the future of the profession.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Librarians began to use the model extensively, and it was eventually adopted by others in education. It became so widespread and well known that colleges began to use it to assist their students in the research process. It is an important instructional model, not only does it cross all curriculums, it can be applied to almost any assignment, and altered to differentiate to large groups or groups with special educational needs. And everyone can follow the steps at their own pace. There is also opportunity to return to previous steps to review and reassess.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Why Big6 is a Great Tool **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">It’s a great tool for librarians especially those just starting out, who don’t have many skills in their repertoire. It’s also useful in awakening a sleeping library program. There is a multitude of free resources on the website, ranging from lessons, games, kids pages, to power points. And there are links to articles and even YouTube videos.

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Since the framework really covers all modes of students’ work, skills such as: information literacy, research, inquiry, and critical thinking, can be taught using Big6. And the model is not to be considered linear. It is designed as a scaffold, but steps can be revisited at any time, and students can spend as much time as needed at each step, as long as completion can be achieved.

**What Skills can be Taught using Big6**
<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Information literacy is addressed in the first two steps: task definition and information-seeking strategies. Here students need to find their focus, decide on the essential question(s), and determine which sources will help them with their task. Steps three also applies: location and access, as this is where the student locates and finds the information in the sources they’ve been provided with. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Regarding research the first three steps are utilized as noted above. The last three: use of information, synthesis, and evaluation, are also included. This is where the students “extract information from the sources,” either through highlighting or note cards, and then organizes the information and synthesizes it into a final work. Finally they evaluate the work, by reviewing the work and the “information problem-solving process” (Eisenberg & Berkowitz 1990). <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Inquiry is taught in many of the stages as well. As Karen Sheingold, the creator of the Inquiry Model (1986), stated, “Inquiry is. . . (a) process that includes formulating a problem or question, searching through and/or collecting information. . ., making sense of that information, and developing an understanding, point of view about, or //answer// to the question” (qtd. in Thomas 2004). All of this is covered in Big6, from beginning to end. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Critical thinking is apparent in step four, use of information, where students decide on pertinent information to use, and what to disregard. Step five, synthesis, is where students organize their information in a sensible design and create their end product. They are again taught critical thinking when they evaluate their product and the process they used to create it, as they reflect on their work.

__**Big 6 Writing Process Organizer for Grades 7-12**__
This exemplary lesson brings the student through each phase of a writing assignment using Big6 strategies to organize and strategize the process. The printable organizer allows for student writing within the template, simplifying the delivery of the lesson. The focus is primarily on the last two steps, synthesis and evaluation.

Jansen, B. (2002, November 6). Big6 Writing Process Organizer for Grades 7-12. [Web log comment]. Retrieved from []. (2010, October 20).

Flat Stanley Lesson & Super3
<span style="background: white; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 10pt 0in 0pt;">The lesson involves some research into the Flat Stanley Project: Official Flat Stanley Project Website Because younger children get overwhelmed (as do older students) with larger projects, and have difficulty with time management, a lesson was developed to teach and incorporate //The Flat Stanley Project// using Super6. A matrix was designed to organize and plan the project from beginning, middle, and through to the end, using all three steps of Super3. **Flat Stanley Matrix**

Wurster, S. (2009, March 12). Super3 Meets Flat Stanley! [Web log comment]. Retrieved from []**.** (2010, October 18).

Articles pertaining to Big 6:
ARTICLE LINK || This article discusses the instructional benefits of Big 6 in differentiating instruction for students with varying developmental levels. According to Jansen, Big 6 helps her students move through the process more quickly though each student is working at their own pace.
 * |||| Jansen, B.. (2009, January). Differentiating Instruction in the Primary Grades with the Big6(TM). Library Media Connection, 27 (4), 32. Retrieved October 19, 2010, from Research Library. (Document ID: 1630085751).

Needham, J.. (2010, May). Meeting the New AASL Standards for the 21st-Century Learner via Big6 Problem Solving. Library Media Connection, 28 (6), 42. Retrieved October 19, 2010, from Research Library. (Document ID: 2040428891). ARTICLE LINK

Needham's article discusses how the Big 6 model enhances instruction when used in conjunction with the AASL standards for the 21st-Century, particularly regarding technology skills instruction.


 * Other links of interest:**

ICT curriculum

Information, Communications, and Technolgy (ICT) Skills Curriculum. ICT is based on the Big6 skills approach to information problem-solving.

Big 6 Power Point by Mike Eisenberg

Super3 Presentation - voicethread

Hi Caroline- I’ve been reviewing your unit on American History; I really like the design and creativity. My focus during the library visits will be inquiry based, and I’d like to walk them through the research steps as this is the first large scale project for the 4th grade. I’d like to apply the // McKenzie Research Cycle //, as this is a great model to use with research teams, and will help them develop their cooperative learning skills. It also scales down the amount of information they’re exposed to. We can steer clear of Google and Wikipedia, focus on a smaller amount of research that’s more suited to their abilities. The steps include: Questioning, Planning, Gathering, Sorting and Sifting, Synthesizing, Evaluating, and Reporting. This may seem like a lot, be we can chunk it out in about 3-4 visits, though you’ll probably need to book the computer lab for extra work time. You’ve already reframed the research topic into essential and guiding questions. When you come for your first visit I’d like to walk them through // Planning //. I’ll revisit the catalog and WebPath Express with them, as it’s really the most reliable, time saving way to glean web information. I’ll also map out the databases that they should use, and review the citation tools available. I’d like them all to leave with a works cited page begun on their first visit. On your second visit we’ll review // Gathering, Sorting and Sifting //. I think we should design a rubric together, one that they could refer to when they review the information they’ve found. I think it would help them focus on the task. We could have them reflect on each piece they wish to use, determine whether it answers their guided questions, and whether it is insightful. You can decide whether you need to bring them back to me or if you want them to work within their teams when they’re ready to // Synthesize //. Afterward, we can review their note cards together and assess their progress. On the next visit, // Evaluating, //we’ll have them revisit their research materials and decide if they need to conduct further research (we can refer them to the rubric again).Let me know what you want to do when they’re ready for // Reporting //. You can use my space again if needed. The large group study area can be reserved, along with the laptops. I’d like to tweak the // Performance Task // a bit. We could have them conduct their written piece on a wiki, and respond through the discussion tabs? We could go full throttle and record them delivering their speeches on Glog, and share them with the other research teams? I really think this would be a great culmination. We could even get the administrators to come in for the final class, and gain some gold stars! Let me know what you think – I’ve had a lot of coffee today – I hope I didn’t scare you away! Eileen
 * __Assignment 2 -__ __Part B:__**