Big6 Poster
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This document outlines the six stages of an information problem solving process: 1) task definition, 2) information seeking strategies, 3) location and access of information sources, 4) use of information within sources, 5) synthesis of information from multiple sources, and 6) evaluation of the results and the problem solving process.
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This document outlines the six steps of the Big6 problem solving process for finding information: 1) define the task, 2) identify information needs and sources, 3) locate and access sources, 4) engage with and extract needed information from sources, 5) organize information from multiple sources, and 6) evaluate the results and the problem solving process.
Super 3 presentation
This document provides guidance to students on how to plan and conduct a research project. It recommends beginning with a plan by asking what needs to be done, where to find information, and what a good final product looks like. It then offers tips on resources to search like books, magazines, online encyclopedias and databases accessible through the school library system. The document stresses the importance of asking questions, finding answers, citing sources, and reviewing work before submitting.
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The document describes the Super 3 process for finding information. The Super 3 involves 3 steps: 1) Plan - Ask what you need to do and find out; 2) Do - Think about the planning questions while doing the activity; 3) Review - Check your work and see if you completed the task correctly. It provides examples of using the Super 3 to share a rainy day game with other kids by planning the game, listing materials, providing instructions, having kids do the activity, and reviewing.
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The document introduces the Super3, a simplified version of the Big6 research model containing three steps (Plan, Do, Review) to help elementary school teachers conduct research projects with students. The Super3 breaks down the research process into more understandable phases for young learners. It is intended for students in preschool through 3rd grade but can also be used for older students when a more rigorous process is not needed. The document provides details on each step of the Super3 and examples of how it can guide student research projects.
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The document discusses information literacy and its importance. It defines information literacy as a set of abilities requiring individuals to recognize needed information and locate, evaluate, and effectively use it. Information literacy is important because information is the new currency and builds resiliency. Research shows the Google Generation prefers quick information over in-depth searching. Various frameworks are discussed for teaching and assessing information literacy skills.
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An information search model provides a structure to support the development of research, problem-solving, and self-awareness skills. When students understand the model, they can better comprehend the scope of the task and strategies needed to complete it. A common model used across a school allows students to gradually learn expert search patterns and apply them in different contexts. Several examples of information search models are described, including the INFOhio DIALOGUE Model, I-Search, Pathways to Knowledge, the Ws of Information Inquiry, and the Research Cycle.
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The document discusses several information search models that can be used to help students develop research and problem-solving skills. It describes models such as the Big6, Pathways to Knowledge, INFOhio DIALOGUE, I-Search, Research Cycle, and Stripling and Pitts Research Process Model. The models outline the steps and processes involved in researching information to complete an assignment.
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Big6 poster12new2
This document outlines the six steps of the Big6 problem solving process for finding information: 1) define the task, 2) identify information needs and sources, 3) locate and access sources, 4) engage with and extract needed information from sources, 5) organize information from multiple sources, and 6) evaluate the results and the problem solving process.
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This document provides guidance to students on how to plan and conduct a research project. It recommends beginning with a plan by asking what needs to be done, where to find information, and what a good final product looks like. It then offers tips on resources to search like books, magazines, online encyclopedias and databases accessible through the school library system. The document stresses the importance of asking questions, finding answers, citing sources, and reviewing work before submitting.
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The document describes the Super 3 process for finding information. The Super 3 involves 3 steps: 1) Plan - Ask what you need to do and find out; 2) Do - Think about the planning questions while doing the activity; 3) Review - Check your work and see if you completed the task correctly. It provides examples of using the Super 3 to share a rainy day game with other kids by planning the game, listing materials, providing instructions, having kids do the activity, and reviewing.
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The document introduces the Super3, a simplified version of the Big6 research model containing three steps (Plan, Do, Review) to help elementary school teachers conduct research projects with students. The Super3 breaks down the research process into more understandable phases for young learners. It is intended for students in preschool through 3rd grade but can also be used for older students when a more rigorous process is not needed. The document provides details on each step of the Super3 and examples of how it can guide student research projects.
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The document discusses information literacy and its importance. It defines information literacy as a set of abilities requiring individuals to recognize needed information and locate, evaluate, and effectively use it. Information literacy is important because information is the new currency and builds resiliency. Research shows the Google Generation prefers quick information over in-depth searching. Various frameworks are discussed for teaching and assessing information literacy skills.
Models of Information Literacy
An information search model provides a structure to support the development of research, problem-solving, and self-awareness skills. When students understand the model, they can better comprehend the scope of the task and strategies needed to complete it. A common model used across a school allows students to gradually learn expert search patterns and apply them in different contexts. Several examples of information search models are described, including the INFOhio DIALOGUE Model, I-Search, Pathways to Knowledge, the Ws of Information Inquiry, and the Research Cycle.
Models of Information Searching
The document discusses several information search models that can be used to help students develop research and problem-solving skills. It describes models such as the Big6, Pathways to Knowledge, INFOhio DIALOGUE, I-Search, Research Cycle, and Stripling and Pitts Research Process Model. The models outline the steps and processes involved in researching information to complete an assignment.
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2. For the reflection paper, students must choose one of two essay prompts about the frontier myth and how the works affirm or disprove it, or about the purpose and effects of escaping to the frontier.
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Big6 Poster
- 1. Information Problem Solving Process Task Definition 1.1 Define the task 1.2 Identify the information needed Information Seeking Strategies 2.1 Brainstorm possible sources 2.2 Select best sources Location & Access 3.1 Locate source 3.2 Access information within source Use of Information 4.1 Engage in the source (read, view, listen, etc.) 4.2 Take out needed information Synthesis 5.1 Organize information from all sources 5.2 Present results Evaluation 6.1 Judge the result 6.2 Judge the process The Big6 copyright 1987, Eisenberg & Berkowitz.