Big6 Research Methodology

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Big6 Research Methodology
Information Literacy Skill Development in the
Elementary Grades Adapted from presentation
by Bill Derry, LMS Green Farms Elementary
School Westport, CT
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• Whats so great about the Big6 and why should I
  care?

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What is information literacy?
NATIONAL INFORMATIONLITERACY STANDARDS
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The student who is information literate

• Accesses information efficiently and effectively.
• Evaluates information critically and competently.
• Uses information accurately and creatively.

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The student who is information literate

• Pursues information related to personal
  interests.
• Appreciates literature and other creative
  expressions of information.
• Strives for excellence in information seeking and
  knowledge generation.

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The student who is information literate

• Recognizes the importance of information to a
  democratic society.
• Practices ethical behavior in regard to
  information and information technology.
• Participates effectively in groups to pursue and
  generate information.

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What is the Big6?
Mike Eisenberg Bob Berkowitz www.big6.com.
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How is the Big6 different from other research
methodologies? (or the same)

• Irvings Study and Information Skills Across
  the Curriculum (1985)
• Kuhlthaus Information Search Process (ISP)
  (1991, 1993)
• Stripling and Pitts REACTS Term Paper Models
  (1988)
• Joyce and Tallmans I-Search Model (1997)
• Pappas and Tepes Pathways to Knowledge (1997)
• Yuchts FLIP-It Model

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• Irvings Study and Information Skills Across the
  Curriculum (1985)
• Research and information skills are life
  skills.
• Defining tasks
• Considering sources
• Finding resources
• Selecting resources
• Using resources
• Taking notes
• Making sense
• Presenting projects
• Assessing outcomes

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• Kuhlthaus Information Search Process (ISP)
  (1991, 1993)
• Multidimensional nature of information seeking
  acknowledged, i.e. affective, cognitive, and
  behavioral, thus, at the six thinking activity
  stages of research
• Initiation students experience anxiety and
  uncertainty
• Selection students are more optimistic and
  confident
• Exploration optimism fades for students who
  lack focus on narrowing topic and jump ahead to
  gathering resources prematurely
• Focus Formulation for those students who narrow
  topics and refine searches, a sense of clarity
  achieved and confidence returns
• Collection - for those students who collect
  relevant information, confidence builds
• Presentation students express relief that the
  search is over or disappointment with the search
  results

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• Stripling and Pitts REACTS Term Paper Models
  (1988)
• Choose a broad topic
• Get an overview of the topic
• Narrow the topic
• Develop thesis/purpose statement
• Formulate questions to guide research
• Plan for research and production
• Find, analyze, evaluate resources
• Evaluate evidence, take notes/compile
  bibliography
• Establish conclusions/organize into an outline
• Create and present final product
• REFLECTION

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• Joyce and Tallmans I-Search Model (1997)
• Focus of research activity is a topic students
  choose entirely on the basis of personal interest
  or connection
• Topic Choice
• Finding Information
• Using Information
• Final Project ( Share research experience and
  project)

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• Yuchts FLIP It! Model
• F - Focus on the topic
• L - Link new information to what students know
• I - Interpretation of Information
• P - Put together the final research Project

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Whats the connection between the Big6 and
information literacy?
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How do students benefit from the Big6?

• Its less cumbersome than other models
• Helps students work smarter not faster
• Aids the development of essential life skills
• Provides a context for integrating technology
  instruction into classroom learning

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• The Super 3
• The Little 12

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The Big6 Skills / Little12The Big6 is a
process model of how people of all ages solve an
information problem. From practice and study, we
found that successful information problem-solving
encompasses six stages with two sub-stages under
each 1. Task Definition 1.1 Define the
information problem 1.2 Identify information
needed in order to complete the task (to solve
the information problem) 2. Information Seeking
Strategies   2.1 Determine the range of possible
sources (brainstorm) 2.2 Evaluate the different
possible sources to determine priorities (select
the best sources) 3. Location and Access 3.1
Locate sources (intellectually and physically)
3.2 Find information within sources
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4. Use of Information   4.1 Engage (e.g., read,
hear, view, touch) the information in a source
4.2 Extract relevant information from a source
5. Synthesis   5.1 Organize information from
multiple sources 5.2 Present the information
6. Evaluation   6.1 Judge the product
(effectiveness) 6.2 Judge the information
problem-solving process (efficiency)
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How does this fit in with all the other things
I have to do?

• Aligns with national, state, and district
  standards
• Supports Habits of Mind
• Facilitates differentiated instruction

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Adapted from chart by Bill Derry, LMS Green
Farms Elementary School Westport, CT
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Differentiated InstructionHow Research Supports

• Based on student interest
• Topics can be selected
• Guiding questions are generated
• Based on student ability
• Vary the number of source formats required
• Vary the number of sources required
• Vary the number of subtopics required
• Vary the number of facts/details per subtopic
  required
• Adjust the rigor of bibliographic citation
  required

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Can I get help with the Big6?
Yes!

• Teacher / Librarian
• http//www.big6.com/
• Eisenberg, Michael and Berkowitz, Robert.
  Teaching
• Information and Technology Skills The Big6.
• Worthington, OH Linworth Publishing, 1999.
• Wolinsky, Art. Internet Power Research Using
  the
• Using the Big6 Approach. Berkeley Heights,
• NJ Enslow Publishing, 2002.

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So, what do you think?