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Using the BIG6 to help students develop critical thinking skills.<br />Information Literacy<br />
ACRL’s Information Literacy Competency Standards<br />Determine the extent of information needed <br />Access the needed i...
BIG6 Skills<br />		1.  Task Definition<br />		2.  Information Seeking Strategies<br />		3.  Location and Access<br />		4. ...
I. Task Definition	<br />Define the information problem<br />Identify information needed to solve the problem<br />Develop...
Receiving Instructions & Brainstorming<br />Teachers can give specific guidelines for assignments<br />Show end products f...
II. Information Seeking Strategies<br />Determine the range of possible sources (brainstorm).<br />Evaluate the different ...
Which sources might help most?<br /><ul><li>Find basic background information
Search for more information
Consult specific sources
Weigh gathered information</li></ul>	with personal and other’s<br /> 	experience<br />OWN EXPERIENCE & INTERVIEWS<br />ART...
Planning Your Keyword Search<br />What is your research question?<br />Choose keywords from your question.<br />Think of s...
Evaluating Information—Applying the CRAAP Test<br />Group Activity<br />		- Evaluate abstracts<br />		- Is the information...
Location and Access<br />Locate sources (intellectually and physically).<br />Find information within sources.<br />Demons...
Use of Information<br />Engage (e.g. read, hear, view, touch) the information in a source.<br />Extract relevant informati...
Synthesis<br />Organize information from multiple sources<br />Present the information<br />Use technology and other infor...
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Big6 & Info Lit

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Big6 & Info Lit

  1. 1. Using the BIG6 to help students develop critical thinking skills.<br />Information Literacy<br />
  2. 2. ACRL’s Information Literacy Competency Standards<br />Determine the extent of information needed <br />Access the needed information effectively and efficiently <br />Evaluate information and its sources critically <br />Incorporate selected information into one’s knowledge base <br />Use information effectively to accomplish a specific purpose <br />Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally <br /> www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm<br />
  3. 3. BIG6 Skills<br /> 1. Task Definition<br /> 2. Information Seeking Strategies<br /> 3. Location and Access<br /> 4. Use of Information<br /> 5. Synthesis<br /> 6. Evaluation<br />
  4. 4. I. Task Definition <br />Define the information problem<br />Identify information needed to solve the problem<br />Develop and refine a range of questions to frame the search for new understanding.<br />Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. <br />
  5. 5. Receiving Instructions & Brainstorming<br />Teachers can give specific guidelines for assignments<br />Show end products from previous semesters/students<br />Encourage free writing, concept maps, spider web graphs, etc.<br />Brainstorm ideas and do not feel like you have to commit immediately to a topic<br />
  6. 6. II. Information Seeking Strategies<br />Determine the range of possible sources (brainstorm).<br />Evaluate the different possible sources to determine priorities (select the best sources).<br />Find, evaluate, and select appropriate sources to answer questions.<br />See “ISU Research Tips & Access Points” handout.<br />Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.<br />
  7. 7. Which sources might help most?<br /><ul><li>Find basic background information
  8. 8. Search for more information
  9. 9. Consult specific sources
  10. 10. Weigh gathered information</li></ul> with personal and other’s<br /> experience<br />OWN EXPERIENCE & INTERVIEWS<br />ARTICLES<br />BOOKS<br />REFERENCE MATERIALS<br />
  11. 11. Planning Your Keyword Search<br />What is your research question?<br />Choose keywords from your question.<br />Think of synonyms<br />Boolean searching<br /> - object lesson<br /> - AND, OR, NOT<br /> - (medication or prescription) and abuse<br /> - (synonym or related term) and keyword and keyword<br />
  12. 12. Evaluating Information—Applying the CRAAP Test<br />Group Activity<br /> - Evaluate abstracts<br /> - Is the information timely/current?<br /> - Will it help to answer my research question?<br /> - Is the information accurate? How can I know?<br /> - Who wrote the article/book? How are they qualified?<br /> - Why did they write it? Do they have a bias?<br />http://www.isu.edu/library/help/ineteval.htm<br />See the handout.<br />Medication abuse: is tighter regulation of prescription drugs needed?<br />
  13. 13. Location and Access<br />Locate sources (intellectually and physically).<br />Find information within sources.<br />Demonstrate mastery of technology tools for accessing information and pursuing inquiry.<br />Seek divergent perspectives during information gathering and assessment.<br />
  14. 14. Use of Information<br />Engage (e.g. read, hear, view, touch) the information in a source.<br />Extract relevant information from a source.<br />Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.<br />Apply critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge.<br />Follow ethical and legal guidelines in gathering and using information.<br />
  15. 15. Synthesis<br />Organize information from multiple sources<br />Present the information<br />Use technology and other information tools to analyze and organize info<br />Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.<br />
  16. 16. Evaluation<br />Judge the product (effectiveness) <br />Judge the information problem-solving process (efficiency). <br />Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future.<br />Assess the quality and effectiveness of the learning product.<br />
  17. 17. Taxonomy of Significant Learning<br /><ul><li> Foundational knowledge
  18. 18. Application
  19. 19. Integration
  20. 20. Human Dimension
  21. 21. Caring
  22. 22. Learning how to learn</li></li></ul><li>Significant Learning Outcomes/Results<br /><ul><li>Enhances our individual lives
  23. 23. Enables us to contribute to many communities
  24. 24. Prepares us for the world of work</li>

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