1. Jayne Hollensbe CED505.20—Fall 2011 The Big6

2. What is the Big6? ∞Widely used approach to teaching information and technology skills in the world ∞Integrates information search and use skills with technology tools to find, use, apply, and evaluate information for specific needs and tasks ∞Created by Mike Eisenberg and Bob Berkowitz 2

3. Why Use the Big6? ∞There is too much information out there, and it is not easy to determine ∞What we want, ∞When we want it, ∞And what form we want it. ∞The Big6 allows students to develop the skills and understandings they need to find, process, and use information effectively. 3

4. The Big6 Skills 1.Task Definition 2.Information Seeking Strategies 3.Location and Access 4.Use of Information 5.Synthesis 6.Evaluation 4

5. 1. Task Definition 1.1 Define the information problem – What question are you trying to answer? – What does your teacher want you to do? 1.2 Identify information needed – What type(s) of information to you need to complete the assignment? – What do you need to look up for the assignment? 5

6. 2. Information Seeking Strategies 2.1 Determine all possible sources – Make a list of all possible sources of information on your topic. – Books, Periodicals, Internet, Interviews, Surveys, Observations 2.2 Select best sources – What sources are available to you? – What do you have access to? 6

7. 3. Location and Access 3.1 Locate sources – Determine where you will get the sources you need. – Write down book titles, web addresses 3.2 Find information within sources – Create a list of keywords to look for – Use your sources to search for these keywords in tables of content, indexes, web searches, etc. 7

8. 4. Use of Information 4.1 Engage – Read, listen, view, touch your sources 4.2 Extract relevant information – Create notes and citations for all of the information found – See examples and information below http://www.big6.com/2001/11/29/note-taking- grades-4-6/ 8

9. 5. Synthesis 5.1 Organize multiple sources – Decide how to put together the information you have collected – Create a sketch, rough draft, outline, etc. 5.2 Present the information – Check guidelines for assignment – Create the final project: paper, presentation, etc. 9

10. 6. Evaluation 6.1 Judge the product – How effective is your project? – Did you include everything you were required to include? – Is your project neat and complete? 6.2 Judge the process – How efficient was the process? – What did you learn from the experience? 10

11. Example Lesson Using the Big6 http://www.big6.com/2001/11/29/community-folk-tales-grades-3-5 http://www.big6.com/2001/11/29/community-folk-tales-grades-3-5 ∞The student will write a modern day folk tale after reading classic folk tales, myths, and legends in the classroom. 1.The student will define his/her task by determining what natural aspect his/her tale will be discussing and determining what information is needed for explaining his/her natural aspect. 2.The student will determine what sources of information he/she needs for this project and how he/she is going to access those sources. 3.The students will locate needed sources, intellectual or physical, and find information to determine how his/her natural aspect came into existence. 4.The student will read information from sources and determine what is beneficial to him/her for his/her project. 5.The student will create a rough draft and final draft of his/her project. 6.The student will reflect on the project and determine what he/she learned from the experience. 11

12. Example Lesson Using the Big6 http://www.big6.com/2001/11/29/community-folk-tales-grades-3-5 http://www.big6.com/2001/11/29/community-folk-tales-grades-3-5 ∞This assignment is a great way to use the Big6 method in either an elementary or a language arts classroom. I could use an adapted version of this lesson when I teach mythology during second semester. ∞I think the process laid out by Mrs. Barbara Jansen follows the different skills the way they were meant to be used and make it easy for a student to understand the process. 12

13. The Benefits of Using the Big6 ∞Students will develop life-long research skills. ∞Students will be able to use these skills to solve problems not only in just an educational setting but also in life. ∞Students can apply these skills to projects in all educational disciplines. 13

14. In Conclusion Using the Big6 method of problem solving is a beneficial experience for any individual, students especially. While many of us already use these six specific skills subconsciously, it helps to have them laid out for students as a checklist to follow. I like the idea of using the Big6 in my classroom. Students will be receptive to this idea as they like to be “told” what to do. This will still allow them to complete the research while still having a specific “recipe” to follow. 14

15. Bibliography 15 ―Briane. "The Big6: A Way to Get Started." 13 February 2002. The Big6. 23 October 2011. ―Jansen, Barbara. "Community Folk Tales (Grades 3-5)." 29 November 2001. The Big6. 23 October 2011. ―Wurster, Sue. "What is the Big6?" 18 April 2011. The Big6. 23 October 2011.

16. Links Other Links for Big6 Information: – http://nb.wsd.wednet.edu/big6/big6_resources.htm http://nb.wsd.wednet.edu/big6/big6_resources.htm – http://www.crlsresearchguide.org/Big_Six_Steps.asp http://www.crlsresearchguide.org/Big_Six_Steps.asp – http://www.whslibrary.com/big6researchpaperorganizer.htm http://www.whslibrary.com/big6researchpaperorganizer.htm – http://www.ccsd.edu/instruction.cfm?subpage=97 http://www.ccsd.edu/instruction.cfm?subpage=97 – http://mansfield20.wikispaces.com/Big6+Reproducibles http://mansfield20.wikispaces.com/Big6+Reproducibles 16