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R 4.1 big6 intro


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R 4.1 big6 intro

  1. 1. A process approach to information, technology and research. “ If we knew what we were doing it wouldn’t be called research .” – Albert Einstein
  2. 2. What’s the point of researching? <ul><li>Research allows you </li></ul><ul><ul><li>… to learn something new </li></ul></ul><ul><ul><li>… to hone your problem-solving skills </li></ul></ul><ul><ul><li>… to challenge yourself in new ways. </li></ul></ul><ul><ul><li>… to learn “Information Literacy” </li></ul></ul><ul><ul><ul><li>To be &quot;information literate&quot; is to know why, when, and how to use printed books and magazines, as well as online library databases, electronic magazines, and Web pages. </li></ul></ul></ul>
  3. 3. Why can’t I just “Google” it? <ul><li>Due to the internet we are overloaded with information…. </li></ul><ul><ul><li>Today, a daily New York Times has more printed information in it than a person would come across in an entire lifetime in the 17th Century. </li></ul></ul><ul><ul><li>“ More new information has been produced in the last 30 years than in the previous 5,000 .” ( Large, P., The Micro Revolution, Revisited, 1984 ) </li></ul></ul>
  4. 4. The Problem is QUALITY <ul><li>The problem with all this information overload is the QUALITY of information you find. </li></ul><ul><ul><li>In a study of 500 sites used by Colorado high school students to do research, only 27% of the sites were judged to be reliable for academic research! </li></ul></ul><ul><ul><ul><li>(Ebersol, Samuel, “Uses and Gratifications of the Web among Students,” Journal of Computer-Mediated Communication, 6(1): September 2000) </li></ul></ul></ul><ul><li>As a result, we must learn how to determine what is the BEST information to use </li></ul>
  5. 6. <ul><li>The Big 6 was developed by Mike Eisenberg and Bob Berkowitz. </li></ul><ul><li>It is the most widely-known and widely-used approach to teaching information and technology skills in the world. </li></ul><ul><li>The Big6 integrates information search and use skills along with technology tools in a systematic process to find, use, apply, and evaluate information to specific needs and tasks. </li></ul>
  6. 7. <ul><li>Define the information problem. </li></ul><ul><li>Identify the information needed in order to complete the task. </li></ul><ul><ul><li>What am I supposed to do? </li></ul></ul><ul><ul><li>What information do I need in order to do this? </li></ul></ul>
  7. 8. <ul><li>First, you have to determine your task . </li></ul><ul><li>The increased use of personal communication devices in today’s society is/is not improving people’s lives. </li></ul><ul><li>You will need to create a 5-paragraph persuasive essay on one side of the issue. </li></ul>
  8. 9. <ul><li>Second, you must determine what kind of information you need to complete your task. </li></ul><ul><li>What are some potential questions you might ask about teens and technology? </li></ul>
  9. 10. <ul><li>Determine the range of possible sources (brainstorm) </li></ul><ul><li>Evaluate the different possible sources to determine priorities (select the best sources) </li></ul><ul><ul><li>What are the possible sources? </li></ul></ul><ul><ul><li>Which are the best? </li></ul></ul>
  10. 11. <ul><li>Which of these sources are my best options to find information on teens and technology ? </li></ul><ul><li>Use books, electronic databases and some Internet sites for historical topics. </li></ul><ul><li>Use magazines, periodicals, and some Internet sites for current events. </li></ul>
  11. 12. <ul><li>Locate sources </li></ul><ul><li>Find information within sources </li></ul><ul><ul><li>Where is each source? </li></ul></ul><ul><ul><li>Where is the information in each source? </li></ul></ul>
  12. 13. <ul><li>If I use the Internet, a database or library catalog, what are the best keywords for you to use? </li></ul><ul><ul><li>teens </li></ul></ul><ul><ul><li>Technology </li></ul></ul>
  13. 14. <ul><li>Engage (read, hear, view, touch) the information in a source </li></ul><ul><li>Extract relevant information from a source </li></ul><ul><ul><li>How can I best use each source? </li></ul></ul><ul><ul><li>What information is each source is useful? </li></ul></ul><ul><ul><li>Is it “Hard Evidence”? </li></ul></ul>
  14. 15. <ul><li>Now that I have found my information, what am I going to do with it? </li></ul><ul><ul><li>Take notes on note cards </li></ul></ul><ul><ul><li>Take notes on notebook paper </li></ul></ul><ul><ul><li>Take notes using a word processor </li></ul></ul><ul><ul><li>Take notes using a graphic organizer </li></ul></ul>
  15. 16. <ul><li>Organize information from multiple sources </li></ul><ul><li>Present the information </li></ul><ul><ul><li>How can I organize all the information? </li></ul></ul><ul><ul><li>How can I present the result? </li></ul></ul>
  16. 17. <ul><li>Once I have all my information, how will I present my final results? What are the next steps in the “Writing Process?” </li></ul>
  18. 19. <ul><li>Judge the product (effectiveness) </li></ul><ul><ul><li>Check paper with the Rubric </li></ul></ul><ul><li>Judge the information problem-solving process (efficiency) </li></ul><ul><ul><li>Is the task completed? </li></ul></ul><ul><ul><li>How can I do things better? </li></ul></ul>
  19. 20. <ul><ul><li>Does my final project match the task? </li></ul></ul><ul><ul><li>Does the information I match what I need to know? </li></ul></ul><ul><ul><li>Did I cite my sources? </li></ul></ul><ul><ul><li>Is my work neat? </li></ul></ul><ul><ul><li>Is my work complete? </li></ul></ul><ul><ul><li>Am I proud of my work? </li></ul></ul><ul><li>Prior to submitting my final project, I need to evaluate it myself to make sure I have met all the requirements. </li></ul>
  20. 21. Research-Based Position Paper <ul><li>An effective position paper: </li></ul><ul><ul><li>Clearly identifies and describes what is being evaluated in a strong introduction </li></ul></ul><ul><ul><li>Makes a clear judgment or takes a clear position based on specific criteria </li></ul></ul><ul><ul><li>Supports the judgment with logical and insightful reasoning and uses effective examples/evidence </li></ul></ul><ul><ul><li>Restates or reinforces judgment clearly in the conclusion with a strong sense of conviction and personal involvement </li></ul></ul>
  21. 22. What is the paper on anyway? <ul><li>Writing Situation: </li></ul><ul><li>Everywhere we look, people are talking and texting—on cell phones, sidekicks, you name it. Is all this technology improving people’s lives or not? Using research and your own experience, write a research-based position paper that states a clear position on this topic with specific details and data to support. </li></ul>
  22. 23. Essay Thesis…. <ul><li>The increased use of personal communication devices in today’s society is/is not improving people’s lives. </li></ul>
  23. 24. Essay Writing Terms <ul><li>Introduction (also called Introductory Paragraph): First paragraph in an essay. Includes the thesis. </li></ul><ul><li>Thesis : A sentences with a subject and opinion that ends your introductory paragraph. </li></ul><ul><li>Body Paragraph : Middle paragraph in an essay. Develops the point you want to make to support your thesis. </li></ul><ul><li>Conclusion (also called Concluding Paragraph): Last paragraph in your essay. It may sum up your ideas, reflect on what you said in your essay, or say more about your subject. </li></ul>
  24. 25. Paragraph Writing Terms <ul><li>(TS) Topic Sentence or Main Idea: First sentence in a body paragraph. Must have a subject and opinion. </li></ul><ul><li>(CD) Concrete Detail or Evidence: Specific details that form the backbone or core of your body paragraphs (facts, examples, descriptions, support, proof, quotations) </li></ul><ul><li>(CM) Commentary or Analysis: Opinion or comment about something (opinion, insight, analysis, interpretation, inference, evaluation) </li></ul><ul><li>Chunk: 1 sentence of concrete detail and 2 sentences of commentary </li></ul><ul><li>(CS) Concluding Sentence or Link: Last sentence in a body paragraph. Finishes paragraph and links back to paragraph topic. </li></ul>