Big6 workshop presentation ipa


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  • I want to thank you for the invitation to be here with you today. I have learned so much in the past 5 months here at IPA, and I am in awe at the incredible work each of you do every day. I would like to take this moment to thank each of you for for what you do every day in your classrooms and offices. Because every day, I look at his place and I think..this is an incredible school and I am blessed to be a part of it.\n\nAnd so, I am equally blessed to be able to share with you today what I know about teaching kids how to be information to to take a spark of inquiry and turn it in to exploration, creativity, and knowledge.\n\nWhat I’d like to share with you today it s not new, in fact, you probably include parts of it every day. But the methodology and pedagogy that we will look at today is one way to teach research skills...more aptly called information literacy skills. The method is called the Big6 and it has been embraced by leading educational institutions for almost 20 years now. Has anyone heard of the Big6 before?\n\n\n
  • Now, let start at the nucleus, INQUIRY. If a person has a question or curiosity, how do they find their answers? And, once they have the answers, how do they share them? And whom do they share them with? This is the heart of information literacy. That, plus the fact that finding knowledge today is very different from generations before us because of the Internet and technology. \n\n\n
  • So, today we will look at a methodology that scaffolds the process of research and information literacy. It at times will seem quite simple and then, when you drill down, it will indeed become complex. Quite so, because the variety of sources students receive information from is diverse and not necessarily reliable. \n\nTo be information literate: .....\n\n\n
  • Throughout the inquiry process, we teach our students not just to find knowledge, and then copy and paste it somewhere else...\n\n...but rather to examine sources of information, question the reliability of that information, absorb and understand the information, and then produce unique and creative expressions of knowledge that respect the original authors and authoritative voices through copyright laws and citation practices. \n\nThis is information literacy. This is inquiry. This is the Big6 and Super3 process.\n
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  • Big6 workshop presentation ipa

    1. 1. Inquiry and Information LiteracyUsing the Big6 Research Model
    2. 2. Inquiry• A process that teaches research skills in any subject or content area• Promotes critical thinking skills• Information gathering process related to life• Students work cooperatively in groups to solve problems and answer questions
    3. 3. Information LiteracyTo be information literate, a person must: be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the information needed. -American Library Assosciation
    4. 4. Information LiteracyTo be "information literate" you need toknow why, when, and how to useprinted books and magazines, as well asonline library databases, electronicmagazines, and Web pages.
    5. 5. The Big6™An Information Problem-Solving Approach The “Big6™” is an informational and problem-solving technique developed and copyrighted by Michael B. Eisenberg and Robert E. Berkowitz. It consists of six separate steps or tasks that help students focus their research, solve problems and make decisions. The “Big6™” is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz.
    6. 6. The Big6™ Skills1. Task Definition2. Information Seeking Strategies3. Location and Access4. Use of Information5. Synthesis6. Evaluation
    7. 7. What is theBig6 Research Model? Task Definition 1.1 Define the information problem 1.2 Identify information needed Information Seeking Strategies 2.1 Determine all possible sources 2.2 Select the best sources Location and Access 3.1 Locate sources (intellectually and physically) 3.2 Find information within sources
    8. 8. What is theBig6 Research Model? Use of Information 4.1 Engage (e.g., read, hear, view, touch) 4.2 Extract relevant information Synthesis 5.1 Organize from multiple sources 5.2 Present the information Evaluation 6.1 Judge the product (effectiveness) 6.2 Judge the process (efficiency)
    9. 9. A Flexible Model:Continuous, Branching, Looping
    10. 10. The Super 3™Beginning - Plan Middle - Do End - Review
    11. 11. The Super 3™ Model Beginning End Middle Before finishing the product andWhen students get an assignment In the Middle the students DO turning it in, students should stopor a task, BEFORE they start the activity.  and think--doing anything, they should  think-- This is where they read, view, • Is this done? • What am I supposed to do? tell, make a picture, something • Did I do what I was supposed • What will it look like if I do a about the activity. to do? really good job? • Do I feel ok about this? • What do I need to find out to • Should I do something else do the job? before I turn it in?
    12. 12. The Super 3 andBig6 Model Comparison 1. Task Definition Plan 2. Information Seeking Strategies 3. Location and Access Do 4. Use of Information 5. SynthesisReview 6. Evaluation
    13. 13. Big6 Integration and Application• Helping with Homework Chart• Activities
    14. 14. Big6 IT: A 2nd grade class is studying animals that live in their area. Each student is to make a picture book including three animals and a very short story (1 or 2 sentences) about each animal.The students and teacher brainstorm to identify some animals that live nearby. Students may use one from this list but must decide 1. Task Definition - PLAN on two others on their own. The teacher debriefs with the class -- what was the most difficult 6. Evaluation - REVIEW part of the assisgnment? The library media specialist helps students find the books and 3. Location & Access - DO magazines on animals in the library.The students decide that a visit to the local nature center would be 2. Info Seeking Strategies - very helpful. PLAN The teacher shows students how to write notes on index cards 4. Use of Information - DO about their animals.Some students draw pictures of the animals with crayons, others 5. Synthesis - DO paint, and still others paste pictures from old magazines.
    15. 15. Super 3 IT (JK-2):Students in an elementary school are studying about neighborhoods. The teacher wants to integrate graphing and charting skills into students’ projects.Students walk around their neighborhood and draw examples of 4. Use of Information - DO different types of houses they see. Students categorize houses into three types: colonial, ranch andother. Then they create a graph to show how many houses of each 5. Synthesis - DO kind are in their neighborhood. Students discuss the different kinds of graphs they created and 6. Evaluation - REVIEW how graphs help describe numerical values.Students write a sentence or two on an index card to describe the 1. Task Definition - PLAN requirements of the assignment in their own words. Students decide that they would rather walk than ride a ride 2. Info Seeking Strategies - around their neighborhood to survey nearby houses. PLANStudents walk in groups of 3 around the nieghborhood in order to 3. Location & Access - DO collect information for their graphs.
    16. 16. Big6 IT (3-5):A social studies class has been assigned a book report. Students are to read a biography and write a report. Students complete a self-assessment sheet and attach it to the final 6. Evaluation - REVIEW draft of their book report. While reading, students are required to take notes using a graphic 4. Use of Information - DO organizer. Students go to the library to select a book to read for their 3. Location & Access - DO assignment. Students are told that the library media specialist has reserved 2. Info Seeking Strategies - books that are appropriate for the assignment. PLAN Students read the assignment requirements and ask questions to 1. Task Definition - PLAN clarify the teacher’s expectations. Students use word processing software to write their book report. 5. Synthesis - DO
    17. 17. Advantages of the Big6 Research Model• Integrates information needs, search strategies, presentation skills, and evaluation skills, along with technology tools.• A successful, tested approach that incorporates information and technology skills to strengthen your curriculum.• Helps students to evaluate information, track their own progress during assignments and reflect on their completed work before it’s graded.• Big6 stages allow students to develop information problem-solving skills as well as become organized, proficient users of information technologies.• Ensures that students learn the fundamental approach for success in an overwhelming information and communication age.
    18. 18. Big6 Benefits to Students•Learn transferable planning and •Prepare a solution based on organizing skills they will be able to reliable information, and give apply for a lifetime proper credit to information sources. •School: homework, tests, decision- making, writing, research, projects •Achieve results using any •Life: workplace, selecting individual learning style. entertainment, pursuing hobbies, Students will consider if their friendship issues, making current style and approach reservations, job hunting, works well for problem solving. apartment hunting •Understand general problem-•Find, sort, and apply relevant, solving concepts and then refine credible information to creatively each skill to learn and perfect solve a problem. specific details.
    19. 19. Benefit to Educators• Adaptable: 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 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.