Why are there 6 steps? Are all 6 steps necessary for research?
"It’s not necessary to complete [the steps] in a linear order (Big6.com)
steps: 1. task definition 4. use of information
2. info seeking strategies 5. synthesis
3. location and access 6. evaluation (CRLS research guide)
Students go through these Big6 stages-consciously or not-when they seek or apply information to solve a problem or make a decision both on a personal level and with school work. Information skills are connected activities that flow from identifying a task through gathering, evaluating, use, synthesis, and assessment of information(Eisenberg 46).
Based on this information, are all research models then based on these six steps? What makes Big6 so unique/beneficial to other research models?
Big 6 can be used in all grade levels
How is Big 6 modified for lower and higher grade levels?
What are the student benefits of using Big 6?
What are the benefits for teachers?
The Super3™ contains the same basic elements as the Big6™, but makes the language and the concepts a little simpler and easier for younger students to understand.
Super 3 steps are: 1. Plan 2. Do 3. Review
(http://205.213.162.11/project_big6/super3/super3.htm)
Student benefits:
-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)
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)
Can Big6 used in conjuction with the inquiry process?
-Big 6 has a simpler counterpart for primary grades called the Super 3
Does Big 6 accomodate differentiated instruction and different learning styles?
“Differentiated instruction and the Big6 appear to be made for each other” (Jansen 32)
“the Big6 process allows for seamless differentiation by interest, readiness, and learning profile” (Jansen 32)
Students can work through the steps at their own pace (Jansen 32)
Does Big 6 lend itself to teaching information literacy skills as well as research steps?
"an information and technology literacy model and curriculum" (Big6.com) "The Big6TM is an information literacy curriculum, an information problem-solving process, and a set of skills which provide a strategy for effectively and efficiently meeting information needs. It can be used whenever students are in a situation, academic or personal, which requires information to solve a problem, make a decision or complete a task. Using a multi-level approach, students can develop competency in information problem-solving and decision-making that will carry forward into lifelong, useable skills" (Nuts and Bolts of the Big6).
Differentiation is supported in step #1, Task Definition, as students choose their own questions to research (Jansen 32). This makes the learning authentic and meaningful.
Is this really any different than any other research model?
“Readiness differentiation sees each student choosing a step or skill within the Big6 on which he or she has had difficulty in the past and receiving review or remedial help from the teacher or library media specialist” (Jansen 33)
“ the teacher addresses readiness through individual and smallgroup sessions to help students who struggle or otherwise need additional support for the skills required to succeed with each step of the Big6” (Jansen 33)
In Step #5, students choose how they want to present their information, supports differentiation based on learning style/profile (Jansen 33)
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." Information LiteracyCompetency Standards for Higher Education. American Library Association. 2006. wviw.ala.org/acrl/ilcomstan.html (Accessed 14 Feb. 2007). (Robinson 10)
“Even young children tackle tasks, make decisions, and solve problems on an academic and personal level every day. Information literacy instruction needs to begin with our youngest learners…” (Robinson 10)
“there is no better time than at a young age to begin introducing information literacy processes within the context of daily experience and developmentally appropriate practice”
{NAEYC 1997) (Robinson 10)
“The Super3 and Big6 information problem solving processes help students to develop the skills and understandings they need to find, process, and use information effectively and efficiently” (Robinson 11).
Can Big 6 be used across the curriculum?
“ The Super3 and Big6 integrate 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)
“It provides a framework for students to learn how to get things done. Like information literacy, the Super3 skills are not taught in isolation, but within context, current curriculum, and everyday experiences. In addition, the Super3 isn't narrow or restrictive; students don't necessarily need to always follow the three stages in the same order” (Robinson 11)
Does Big 6 teach critical thinking skills as well as research steps?
“The Big6 provides a strategy for developing the foundation of higher order thinking skills and the language skills of reasoning and critical thinking and then applying the understanding of the processand the skills to any inquiry process ( Hughes 28) “It links the research process and skills to Creative/Critical thinking (Bloom’s Taxonomy) so that it clearly articulates the research process as a cognitive process. It works with and through information technology to help students develop information literacy” (Hughes 28)
“if you look at the direct connection to Bloom’s Taxonomy, the six steps follow that well known description of thinking skills from lower order to higher order thinking skills” (Hughes 28)
“The 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)
Is staff development available for school personnel to learn how to teach Big 6 to students?
Yes, Big 6 offers workshops and webinars along with grants for training (Big6.com) “The support offered through its website http://big6.com , books, newsletter, listserv, Big6 courses, conferences, workshops, workbooks, teaching materials i.e.. transparencies, bookmarks, lesson plans... is extensive” (Hughes 28)
Is it necessary for districts/ teachers to be trained in order to teach this model effectively?
Berkowitz, Robert E. and Mike Eisenberg. The Big6. Big 6, 2009. <http://www.big6.com>Web. 18 Oct. 2009. Eisenberg, Michael B. "It's All About Learning: Ensuring that Students Are Effective Users of Information on Standardized Tests." Library Media Connection 22.6 (2004): 22-30. Journal Article. Jansen, Barbara A. “Differentiating Instruction in the Primary Grades with the Big6.” Library Media Connection 27.4 (2009): 32-33. Journal Article.
Robinson, Laura Eisenberg. “Early Learners.” Library Media Connection 27.2 (2008): 10-11. Journal Article. Hughes, Sandra. “The Big6 as a Strategy for Student Research.” School Libraries in Canada 22.4 (2003):28. Journal Article. "The Big 6 Skills.” CRLS Research Guide. Cambridge Rindge & Latin School, Sept 2009. Web. 21 Oct. 2009. <http://www.crlsresearchguide.org/Big_Six_Steps.asp> “Project Big6 & Super3.” WI Department of Public Instruction, n.d. Web. 21 Oct. 2009. <http://205.213.162.11/project_big6/super3/super3.htm>. “Nuts and Bolts of the Big6™: In Search of Information Literacy.” Knowledge Network Explorer. AT&T Intellectual Property, 2008. Web. 21 Oct. 2009. <http://www.kn.pacbell.com/wired/big6>
Inquiry Process
Know
Want to Learn
Learned
Further Questions
The process has 6 steps
Is there a difference between "the inquiry process" and just teaching with inquiry?
“the inquiry process is an interactive cycle used to teach research in any content area. The inquiry process engages students in a way that promotes critical thinking, higher-level processing, and the use of more varied and appropriate resources” (Carnesi and DiGiorgio 32) *Key word=cycle, meaning it's non-linear
“students are learning a process of gathering evidence to solve problems or answer questions that they can use throughout life (Carnesi and DiGiorgio 32) *Just as in the Big 6
What are the 6 steps to inquiry process?
What are the student benefits to using Inquiry Process?
What are the benefits to educators?
6 steps:
1. connect-gain background knowledge
2. wonder - develop questions
3. investigate- find and evaluate information to answer questions
4. construct - build new understandings, draw conclusions
5. express- communicate new ideas
6. reflect - reflect on one's own process of learning
(Harada and Yohsina 57)
Student benefits:
-Students help negotiate the direction of the learning
-Learning is social and interactive
-Increased self-direction
-Higher levels of comprehension
-Growth in interpersonal skills
-Greater motivation about what they are learning (Harada and Yoshina 57) Educator Benefits: - assessment is on-going so teachers can assess what is working and where they might modify their teaching
- leads to collaboration between teachers and library media specialist (Harada and Yoshina 57)
“Integrated learning is also possible because the inquiry process can take one project through all of the major content areas” (Carnesi and DiGiorgio 32)
“inquiry learning can be applied to all disciplines” (Concept to Classroom)
“The inquiry process allows teacher-librarians to work with students with different learning styles” (Carnesi and DiGiorgio 32)
“The process is multiple-intelligence friendly as well” (Carnesi and DiGiorgio 32)
What is the difference between the Inquiry Process and Big6? Are they the same process with different names? Are the six steps the same with different names?
Can the Inquiry Process be used in conjuction with a research model such as the Big6?
“Each step requires students to review what they have just done for accuracy and totality.” (Carnesi and DiGiorgio 32)
“Perhaps the greatest advantage is that the inquiry process utilizes the Bloom's lower level skills of knowledge, comprehension, and application in the first two steps of the process, but relies more heavily on the higher level processes of analysis, synthesis, and evaluation in the remaining steps and during the review cycles” (Carnesi and DiGiorgio 32)
“Even if students are inquiring about a topic that has been studied before, the new understandings that are gained are unique to those students and to the connections that they make” (Stripling 51)
“inquiry implies emphasis on the development of inquiry skills and the nurturing of inquiring attitudes or habits of mind that will enable individuals to continue the quest for knowledge throughout life” (Concept to Classroom)
Does the Inquiry Process teach critical thinking skills or basic research skills?
Does the Inquiry Process integrate information literacy skills into the process?
"The skills required for inquiry run the gamut between low-level, fact-location skills and high-level synthesis, evaluation, and creation skills. Students of all ages should be expected to think while they are learning" (AASL 17) Technology is not only requisite in teaching todays digital native students, but is the preferred means for the teacher-librarian in guiding studenLs through the inquiry process. Students already have a high interest level in the Web, so we must capitalize on that interest to engage them in the content we want them to learn (Carnesi and DiGiorgio 36)
Is staff development available for districts who wish to implement the Inquiry Process correctly and effectively?
Carnesi, S., et. al., “Teaching the InquiryProcess to 21st Century Learners.” Library Media Connection27.5 (2009):32, 34-36. Journal Article Stripling, Barbara. “Inquiry: Inquiring Minds Want to Know.” School Library Media Activities Monthly 25.1 (2008): 50-52. Journal Article.
“Workshop: Inquiry Based Learning.” Educational Broadcating Corporation. Concept to Classroom, 2004. Web. 20 Oct. 2009. http://www.thirteen.org/edonline/concept2class/inquiry/index.html American Association for School Librarians. Standards for the 21st-Century Learner in Action. Chicago: American Association for School Librarians, 2009. Print.
Harada, Violet H. and Joan M. Yoshina. "Moving from Rote to Inquiry: Creating Learning that Counts."School Library Management. 6th ed. Columbus: Linworth Books, 2007. Print. .
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Mandy's Contribution
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Big 6
Why are there 6 steps? Are all 6 steps necessary for research?
steps:
1. task definition 4. use of information
2. info seeking strategies 5. synthesis
3. location and access 6. evaluation (CRLS research guide)
Students go through these Big6 stages-consciously or not-when they seek or apply information to solve a problem or make a decision both on a personal level and with school work. Information skills are connected activities that flow from identifying a task through gathering, evaluating, use, synthesis, and assessment of information(Eisenberg 46).
Based on this information, are all research models then based on these six steps? What makes Big6 so unique/beneficial to other research models?
What are the student benefits of using Big 6?
What are the benefits for teachers?
Super 3 steps are: 1. Plan 2. Do 3. Review
(http://205.213.162.11/project_big6/super3/super3.htm)
Student benefits:
-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)
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)
“the Big6 process allows for seamless differentiation by interest, readiness, and learning profile” (Jansen 32)
Students can work through the steps at their own pace (Jansen 32)
"The Big6TM is an information literacy curriculum, an information problem-solving process, and a set of skills which provide a strategy for effectively and efficiently meeting information needs. It can be used whenever students are in a situation, academic or personal, which requires information to solve a problem, make a decision or complete a task. Using a multi-level approach, students can develop competency in information problem-solving and decision-making that will carry forward into lifelong, useable skills" (Nuts and Bolts of the Big6).
“ the teacher addresses readiness through individual and smallgroup sessions to help students who struggle or otherwise need additional support for the skills required to succeed with each step of the Big6” (Jansen 33)
“there is no better time than at a young age to begin introducing information literacy processes within the context of daily experience and developmentally appropriate practice”
{NAEYC 1997) (Robinson 10)
Can Big 6 be used across the curriculum?
“It provides a framework for students to learn how to get things done. Like information literacy, the Super3 skills are not taught in isolation, but within context, current curriculum, and everyday experiences. In addition, the Super3 isn't narrow or restrictive; students don't necessarily need to always follow the three stages in the same order” (Robinson 11)
Does Big 6 teach critical thinking skills as well as research steps?
“The Big6 provides a strategy for developing the foundation of higher order thinking skills and the language skills of reasoning and critical thinking and then applying the understanding of the processand the skills to any inquiry process ( Hughes 28)
“It links the research process and skills to Creative/Critical thinking (Bloom’s Taxonomy) so that it clearly articulates the research process as a cognitive process. It works with and through information technology to help students develop information literacy” (Hughes 28)
“if you look at the direct connection to Bloom’s Taxonomy, the six steps follow that well known description of thinking skills from lower order to higher order thinking skills” (Hughes 28)
“The 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)
“The support offered through its website http://big6.com , books, newsletter, listserv, Big6 courses, conferences, workshops, workbooks, teaching materials i.e.. transparencies, bookmarks, lesson plans... is extensive” (Hughes 28)
Eisenberg, Michael B. "It's All About Learning: Ensuring that Students Are Effective Users of Information on Standardized Tests." Library Media Connection 22.6 (2004): 22-30. Journal Article.
Jansen, Barbara A. “Differentiating Instruction in the Primary Grades with the Big6.” Library Media Connection 27.4 (2009): 32-33. Journal Article.
Robinson, Laura Eisenberg. “Early Learners.” Library Media Connection 27.2 (2008): 10-11. Journal Article.
Hughes, Sandra. “The Big6 as a Strategy for Student Research.” School Libraries in Canada 22.4 (2003):28. Journal Article.
"The Big 6 Skills.” CRLS Research Guide. Cambridge Rindge & Latin School, Sept 2009. Web. 21 Oct. 2009. <http://www.crlsresearchguide.org/Big_Six_Steps.asp>
“Project Big6 & Super3.” WI Department of Public Instruction, n.d. Web. 21 Oct. 2009. <http://205.213.162.11/project_big6/super3/super3.htm>.
“Nuts and Bolts of the Big6™: In Search of Information Literacy.” Knowledge Network Explorer. AT&T Intellectual Property, 2008. Web. 21 Oct. 2009. <http://www.kn.pacbell.com/wired/big6>
Inquiry Process
“students are learning a process of gathering evidence to solve problems or answer questions that they can use throughout life (Carnesi and DiGiorgio 32) *Just as in the Big 6
What are the student benefits to using Inquiry Process?
What are the benefits to educators?
1. connect-gain background knowledge
2. wonder - develop questions
3. investigate- find and evaluate information to answer questions
4. construct - build new understandings, draw conclusions
5. express- communicate new ideas
6. reflect - reflect on one's own process of learning
(Harada and Yohsina 57)
Student benefits:
-Students help negotiate the direction of the learning
-Learning is social and interactive
-Increased self-direction
-Higher levels of comprehension
-Growth in interpersonal skills
-Greater motivation about what they are learning (Harada and Yoshina 57)
Educator Benefits:
- assessment is on-going so teachers can assess what is working and where they might modify their teaching
- leads to collaboration between teachers and library media specialist (Harada and Yoshina 57)
“Integrated learning is also possible because the inquiry process can take one project through all of the major content areas” (Carnesi and DiGiorgio 32)
“inquiry learning can be applied to all disciplines” (Concept to Classroom)
“The inquiry process allows teacher-librarians to work with students with different learning styles” (Carnesi and DiGiorgio 32)
“The process is multiple-intelligence friendly as well” (Carnesi and DiGiorgio 32)
What is the difference between the Inquiry Process and Big6? Are they the same process with different names? Are the six steps the same with different names?
Can the Inquiry Process be used in conjuction with a research model such as the Big6?
“inquiry implies emphasis on the development of inquiry skills and the nurturing of inquiring attitudes or habits of mind that will enable individuals to continue the quest for knowledge throughout life” (Concept to Classroom)
Does the Inquiry Process integrate information literacy skills into the process?
"The skills required for inquiry run the gamut between low-level, fact-location skills and high-level synthesis, evaluation, and creation skills. Students of all ages should be expected to think while they are learning" (AASL 17)
Technology is not only requisite in teaching todays digital native students, but is the preferred means for the teacher-librarian in guiding studenLs through the inquiry process. Students already have a high interest level in the Web, so we must capitalize on that interest to engage them in the content we want them to learn (Carnesi and DiGiorgio 36)
Carnesi, S., et. al., “Teaching the Inquiry Process to 21st Century Learners.” Library Media Connection 27.5 (2009): 32, 34-36. Journal Article
Stripling, Barbara. “Inquiry: Inquiring Minds Want to Know.” School Library Media Activities Monthly 25.1 (2008): 50-52. Journal Article.
“Workshop: Inquiry Based Learning.” Educational Broadcating Corporation. Concept to Classroom, 2004. Web. 20 Oct. 2009. http://www.thirteen.org/edonline/concept2class/inquiry/index.html
American Association for School Librarians. Standards for the 21st-Century Learner in Action. Chicago: American Association for School Librarians, 2009. Print.
Harada, Violet H. and Joan M. Yoshina. "Moving from Rote to Inquiry: Creating Learning that Counts." School Library Management. 6th ed. Columbus: Linworth Books, 2007. Print.
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