The Big Six Information Skills As a Metacognitive Scaffold

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The Big Six Information Skills As a Metacognitive
Scaffold

• Rachel Kirkland

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As educators

• We try to create realistic learning experiences
  for students by infusing the curriculum with
  information literacy skills.
• End products of these experiences vary, from
  research papers to pamphlets to newspaper
  articles and more.
• These kinds of realistic tasks require increased
  metacognitive attention on the part of the
  students.

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Information Problem Solving

• A concept that combines the skills required to
  access and use information, as well as those
  needed to apply and solve an information problem.
  

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Where does the Big6 fit in?

• Its a six step process that provides a framework
  and support in the research activities that are
  required to solve an information problem.
• Used by teachers, library media specialists, and
  students in a variety of settings and activities
  to solve information problems.

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The Six Steps

• Task Definition
• Information Seeking Strategies
• Location and Access
• Use of Information
• Synthesis
• Evaluation

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Big6 as Scaffolding

• Big6 serves as metacognitive scaffolding in the
  process of information problem solving.
• Requires students to ask question, make choices
  regarding information.
• Also requires analysis and evaluation to make
  links between required information and questions.

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The Case Study

• An 8th grade private school class, studying
  African-American Civil Rights Movement.
• Class is 94 white, 6 East Indian.
• The Assignment write an article on the Selma
  March.

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The Process

• Students were provided an introduction to the
  Big6 in a workshop format.
• A packet of materials were provided with the
  steps as they related to the news writing
  assignment.
• Subject matter content was delivered via the
  Decision Point! CD-Rom database and other
  resources related to the movement.

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Metacognitive Scaffolds

• Students use the Big6 packet in conjunction with
  the metacognitive scaffolds embedded in the
  database, such as student guides, logs, and a
  journal tool.

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The Results

• After completion of the newspaper articles, each
  articles was independently evaluated using a
  detailed rubric.
• Rubric was based on the Big6 steps.
• Assessment of the articles was .91

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Assertions from the data

• When students are provided metacognitive support
  during information problem solving activities,
  they can manage complex tasks and subject matter.
• Students relied heavily on model to make
  decisions about current and future activities.

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Conclusions

• The Big6 might act as metacognitive scaffold for
  student completing unfamiliar tasks with complex
  content.
• Helpful in managing aiding students in
  metacognitive process management.
• May provide an overarching process that students
  can employ in a variety of learning situations.