The Impact of the Big 6 on Middle School Research Projects Martha Hovanec April 30, 2008 EDUC 600

Focus How does use of the Big 6 information literacy model impact the focus, confidence, and success of 7th grade regular and special education students undertaking a Greek and Roman mythology research project?

Abstract Students’ confidence, understanding of the process and requirements of the research task, and focus were positively impacted based on student and teacher qualitative data. Students’ confidence, understanding of the process and requirements of the research task, and focus were positively impacted based on student and teacher qualitative data. Quantitative data reflecting student success is less definitive. Quantitative data reflecting student success is less definitive.

Literature “An Investigation of Factors That May De-motivate Secondary School Students Undertaking Project Work: Implications for Learning Information Literacy” No information literacy instruction or scaffolding to support projects No information literacy instruction or scaffolding to support projects many students reported feeling that they lacked the skills to complete the project many students reported feeling that they lacked the skills to complete the project students were not accessing the types of information appropriate to the assignments students were not accessing the types of information appropriate to the assignments little synthesis of information little synthesis of information plagiarism was common plagiarism was common De-motivating factors other than the lack of information literacy training De-motivating factors other than the lack of information literacy training choice of topic, amount of group work, amount of support, and work environment choice of topic, amount of group work, amount of support, and work environment

Literature “The Big Six Information Skills As a Metacognitive Scaffold: A Case Study” Students demonstrated metacognitive behaviors in the on-line program, journals, interviews, and class interactions. Students demonstrated metacognitive behaviors in the on-line program, journals, interviews, and class interactions. The data reflected a higher level of student confidence about their ability to plan and accomplish the steps of the research process The data reflected a higher level of student confidence about their ability to plan and accomplish the steps of the research process Exceeded the teacher’s expectations Exceeded the teacher’s expectations Products-- despite being an unfamiliar genre or format (a news article) Products-- despite being an unfamiliar genre or format (a news article) Process-- engaged in the project and demonstrated the ability to plan their individual research and to evaluate themselves and their work. Process-- engaged in the project and demonstrated the ability to plan their individual research and to evaluate themselves and their work.

Literature The presence or absence of information literacy instruction and the support that an information literacy model provides had a significant affect on student motivation, metacognition, learning, and success. The presence or absence of information literacy instruction and the support that an information literacy model provides had a significant affect on student motivation, metacognition, learning, and success.

What is the Big 6?  Information Literacy Model developed by Mike Eisenberg and Bob Berkowitz  “Aprocess model of how people solve an information problem”  Steps are recursive and iterative, not linear  start anywhere  go in any order  should revisit the steps repeatedly

What is the Big 6? 1. Task Definition (Define problem, identify info needed) 1. Task Definition (Define problem, identify info needed) 2. Information Seeking Strategies (possible and best) 2. Information Seeking Strategies (possible and best) 3. Location and Access (Find sources and info) 3. Location and Access (Find sources and info) 4. Use of Information (Engage and extract) 4. Use of Information (Engage and extract) 5. Synthesis (Organize and present) 5. Synthesis (Organize and present) 6. Evaluation (Process and product) 6. Evaluation (Process and product)

Introduction to the project Research project daunting Research project daunting Multi-step task Multi-step task Independence Independence Length of project Length of project Lack of confidence Lack of confidence Lack of focus Lack of focus Failure to complete process and/or product Failure to complete process and/or product

Introduction to the project Variation of previous project Variation of previous project Collaborative project Collaborative project Language Arts teacher-Christine Matylewicz Language Arts teacher-Christine Matylewicz Special Education/Inclusion teacher-Keith Dunkelberger Special Education/Inclusion teacher-Keith Dunkelberger Last minute changes Last minute changes Special education teacher-Delores Martin Special education teacher-Delores Martin Population Population 1 Inclusion class 1 Inclusion class 1 Special Education class 1 Special Education class 1 regular education class 1 regular education class

Student task Research a Greek or Roman god or goddess (or other character) Research a Greek or Roman god or goddess (or other character) Take notes Take notes Create a bibliography Create a bibliography Create a poster Create a poster Present orally Present orally ywicz'%20Mythology%20project.htm ywicz'%20Mythology%20project.htm ywicz'%20Mythology%20project.htm ywicz'%20Mythology%20project.htm

Method Mini-journals/surveys for students (confidence) Mini-journals/surveys for students (confidence) Day 1 after task introduced Day 1 after task introduced Likert scale: worried to confident Likert scale: worried to confident What letter grade do you think you’ll get? What letter grade do you think you’ll get? What worries you about this project? What worries you about this project? Day 2 /3 after Big 6 Organizer completed (confidence) Day 2 /3 after Big 6 Organizer completed (confidence) Do you feel able to complete this project? Do you feel able to complete this project? Why or why not? Why or why not? Day 3 /4 (focus, comprehension of task /process) Day 3 /4 (focus, comprehension of task /process) What do you need to do tomorrow? What do you need to do tomorrow?

Method On-task/off task checks during independent research (focus) On-task/off task checks during independent research (focus) Teacher observations and surveys Teacher observations and surveys noted teacher comments during the project noted teacher comments during the project Post-project survey Post-project survey Student surveys Student surveys noted student comments during the project noted student comments during the project Post-project survey Post-project survey Process and product grades Process and product grades

Data-Confidence

Pre-Big 6: Worries Post-Big 6: Do you feel able to complete this project? Why or Why not? Pd 4Pd 5TotalPeriod 4Period 8Total Work habits/time426Low confidence about time/work habits202 Content knowledge202Low confidence about knowledge202 Partners404Low confidence in partners314 Accessing information325TOTAL NEGATIVE 8 Oral Presentation459BIG 6112 Poster112Fun022 Everything022Easy549 Nothing404Support022 Total34Time011 Previous content knowledge224 Partners011 External Motivator-parents/passing303 TOTAL POSITIVE 24

Student reported worries and concerns that impact confidence Day 1 Pre-Big 6 Worries Day 1 Pre-Big 6 Worries “What worries me about this project is not getting it done and not having enough time.” “What worries me about this project is not getting it done and not having enough time.” “not finishing or forgetting to include something” “not finishing or forgetting to include something” Day 2 Post-Big 6 Do you feel able to complete the project? Why or why not? Day 2 Post-Big 6 Do you feel able to complete the project? Why or why not? Yes “Because I have a list” Yes “Because I have a list” Yes “It doesn't seem so hard & we are being helped by the Big 6 Assignment organizer.” Yes “It doesn't seem so hard & we are being helped by the Big 6 Assignment organizer.”

Data-Focus

Student perception of helpfulness of Big 6 sections post-project

Student Survey Responses “It (the Big 6 organizer) helped me understand what to do and to know what were (sic) or soposed (sic) to do” “It (the Big 6 organizer) helped me understand what to do and to know what were (sic) or soposed (sic) to do” It was (worth the added time) because I got lost then looked at the Big 6 and got back on track.” It was (worth the added time) because I got lost then looked at the Big 6 and got back on track.”

Teacher Survey Responses All 3 teachers and 1 paraprofessional: All 3 teachers and 1 paraprofessional: Big 6 helpful to students Big 6 helpful to students Worth the extra day Worth the extra day “Helped students organize info” “Helped students organize info” “…Provided a step-by-step guide for students, which allowed them to focus more on the quality of their work.” “…Provided a step-by-step guide for students, which allowed them to focus more on the quality of their work.” “accountability for students” “accountability for students” “focus for the day” “focus for the day” “Objectives in front of them” “Objectives in front of them” “Kept student on task and focused” “Kept student on task and focused”

Teacher perception of helpfulness of Big 6 sections post-project

Compared to similar research projects done in class with similar populations Much more than usual Slightly more than usual About the same as usual Slightly less than usual Much less than usual Students understood the task12000 Students seemed confident12000 Students were on- task during research03000 Students handed in the steps of the process21000 Notes handed in were acceptable12000

Actual Grades for Total Project Grades on process and product Grades on process and product 1 class-250 possible points (87.77% mean score) 1 class-250 possible points (87.77% mean score) 2 classes’ grades-350 possible point (90.58% mean score) 2 classes’ grades-350 possible point (90.58% mean score) Despite use of rubric, grade reliability and validity in question Despite use of rubric, grade reliability and validity in question

Conclusions Use of the Big 6 Use of the Big 6 Increased student confidence Increased student confidence Improved students’ understanding of the task Improved students’ understanding of the task Helped students to successfully complete the steps of the task Helped students to successfully complete the steps of the task May have improved final product May have improved final product Was positively perceived by both teachers and students Was positively perceived by both teachers and students

Planned Action Continued use of Big 6 on research projects Continued use of Big 6 on research projects Use data to encourage teachers who have been reluctant to spend the time on the Big 6 Use data to encourage teachers who have been reluctant to spend the time on the Big 6 If Big 6 is used at each grade level, If Big 6 is used at each grade level, emphasize different steps for different projects emphasize different steps for different projects Students will internalize the process Students will internalize the process Use feedback from survey to revise and hone Big 6 Organizer Use feedback from survey to revise and hone Big 6 Organizer

Resources American Library Association (2006, July 24). Presidential Committee on Information Literacy. Retrieved March 02, 2008, from American Library Association (2006, July 24). Presidential Committee on Information Literacy. Retrieved March 02, 2008, from Smith, M., & Hepworth, M. (March 2007). An investigation of factors that may demotivate secondary school students undertaking project work: Implications for learning information literacy. Journal of Librarianship and Information Science, 39, doi: / Smith, M., & Hepworth, M. (March 2007). An investigation of factors that may demotivate secondary school students undertaking project work: Implications for learning information literacy. Journal of Librarianship and Information Science, 39, doi: / Wolf, S., Brush, T., & Saye, J. (2003). The Big Six information skills as a metacognitive scaffold: A case study. School Library Media Research, 6. Retrieved March 1, 2008, from me62003/bigsixinformation.cfm Wolf, S., Brush, T., & Saye, J. (2003). The Big Six information skills as a metacognitive scaffold: A case study. School Library Media Research, 6. Retrieved March 1, 2008, from me62003/bigsixinformation.cfm What is the Big 6? (2007, October 17). Retrieved March 2, 2008, from What is the Big 6? (2007, October 17). Retrieved March 2, 2008, from