Big 6 Research Model What is the Big 6 Research Model? What are the benefits of the Big 6? What is the Big 6 process?

What is the Big 6 Research Model? “The Big6 is a proven approach to information problem- solving. It helps you succeed in school and life. Use the Big6 to find, use, apply, and evaluate information for specific needs and tasks” (Eisenberg, 2001). Graphic source:

What is the Big 6 Research Model? 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

What is the Big 6 Research Model? 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 5.2 Present the information 6. Evaluation 6.1 Judge the product (effectiveness) 6.2 Judge the process (efficiency)

Step 1: Task Definition Facilitates information problem solving process by helping students focus on specific elements Promotes a preliminary understanding of the topic and the expected outcome or end result Starts the resource identification process. (Lowe, 2008)

Step 2: Information Seeking Strategies Identify possible sources and evaluate priority (Milam, 31) Teach students to become discretionary users of internet resources

Step 3: Location and Access

Step 4: Use of Information

Step 5: Synthesis

Step 6: Evaluation

Advantages of the Big 6 Research Model Systematically using the Big 6 information literacy process throughout the educational program will enhance student learning (Eisenberg). Your students will: - Learn transferable planning and organizing skills they will be able to apply for a lifetime (School: homework, tests, decision-making, writing, research, projects and Life: workplace, selecting entertainment, pursuing hobbies, friendship issues, making reservations, job hunting, apartment hunting) - 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. Progression training from Super3 to Big6 to Little12. Big6 Educator’s 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.

Big 6 Alignment to TEKS ELAR Curriculum (23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) follow the research plan to collect data from a range of print and electronic resources; (B) differentiate between primary and secondary sources; (C) record data, utilizing available technology in order to see the relationships between ideas, and convert graphic/visual data; (D) identify the source of notes and record bibliographic information concerning those sources according to a standard format; and (E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources. Task Definition Information Seeking Location and Access Use of Information Synthesis Evaluation

(24) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to: (A) refine the major research question, if necessary, guided by the answers to a secondary set of questions; (B) evaluate the relevance and reliability of sources (25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (A) compiles important information from multiple sources; (B) develops a topic sentence, summarizes findings, and uses evidence to support conclusions; (C) presents the findings in a consistent format; and (D) uses quotations to support ideas and an appropriate form of documentation to acknowledge Task Definition Information Seeking Location and Access Use of Information Synthesis Evaluation Big 6 Alignment to TEKS ELAR Curriculum

(21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: (A) differentiate between, locate, and use primary and secondary sources to acquire information about Texas; (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (C) organize and interpret information from outlines, reports, databases, and visuals (graphs, charts, timelines, and maps); (D) identify points of view from the historical context and the frame of reference that influenced the participants; (E) support a point of view on a social studies issue or event; (F) identify bias in written, oral, and visual material; (G) evaluate the validity of a source based on language, corroboration with other sources, and information about the author; (H) use appropriate mathematical skills to interpret social studies information such as maps and graphs. Big 6 Alignment to Social Studies TEKS Task Definition Information Seeking Location and Access Use of Information Synthesis Evaluation

(22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social studies terminology correctly; (B) use standard grammar, spelling, sentence structure, and punctuation; (C) transfer information from one medium to another using computer software as appropriate; and (D) create written, oral, and visual presentations (23) Social studies skills. The student uses problem-solving and decision-making skills. The student is expected to: (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. Big 6 Alignment to Social Studies TEKS Task Definition Information Seeking Location and Access Use of Information Synthesis Evaluation

Big 6 Alignment to Science TEKS (2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to: (A) plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology; (B) design and implement comparative and experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology; (C) collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers; (D) construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and (E) analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends. Task Definition Information Seeking Location and Access Use of Information Synthesis Evaluation

Big 6 Resources I thought I would do one or more slides on some of the resources available from the Big6.com website as part of the persuasive element