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Big6 Reflections and Selections (Big6 eNews 10.2.3)
Editor’s Note – by Sue Wurster. Carrie Lowe has been a Big6 advocate for many, many years. Her personal contributions to the Big6 eNewsletter and her national library perspective are keenly in tune with the pulse of librarianship, an ever-evolving intellectual stronghold. She drew out the best in our Big6 authors and helped fine-tune concepts into informative and practical articles. Thanks Carrie, we will miss your sunny influence, but wish you well in your next projects!
And a big thanks to Carrie from Mike and Bob. Carrie has played a tremendous role in adding to the depth and quality of the Big6 newsletter for a number of years… from the first print editions to the electronic form and now onto the blog style. Carrie has lined up content and articles for the newsletter as well as recruited top-notch authors to contribute their work. She is a prolific author and a leader in library and E-rate advocacy. We truly wish Carrie the best in all her future projects and thank her again for her huge impact with the Big6 newsletter.
I’m sorry to report that after five years, this is the last issue of the Big6 eNews that I will edit. It’s been said that “nothing endures but change,” (Heraclitus) but still I will miss getting to know our fabulous authors and columnists and learning about what’s going on in the field. Thank you so much to Mike, Bob and Sue for the incredible opportunity.
I am really proud of all of the authors who have submitted articles over the past five years. Here are a few of my favorites.
Using Big6 to Create Plagiarism-Proof Assignments by Julie Diana
Julie Diana, a secondary school library media specialist, tackled one of the stickiest subjects in information literacy: the ethical use of information. In this article, Julie reminds us that one of the great tools Big6 offers us is the focus on process, not just product. She also gives a bit of guidance on the development of an academic integrity policy. It’s a valuable reminder that the best approach to ensuring that students respect intellectual rights isn’t a punitive one, but rather a collaborative one.
Big6 Stage 4 - Use of Information: Where the Rubber Meets the Road by Janet Murray
Janet argues that Big6 #4, Use of Information is an opportunity for students to really prove what they have learned. This article presents some activity ideas to sharpen these skills. Plus, learn what national standards documents have to say.
It’s no secret that Big6 is used all over the world. The eNews has given us a chance to see some of the work going on outside of the U.S.
The International Baccalaureate Program in International Schools and Big6: A Wonderful Partnership by Ellen London
Big6 is a natural fit for the kind of rigorous inquiry-based learning that goes on in International Baccalaureate schools. Ellen discusses her knowledge of what works, informed by years observing schools all over the globe.
The Big6 in Korea by Won-Ju Kim, Sam Oh and Unji Oh
This article recounts the development of a comprehensive Big6 program for the students of South Korea’s schools. Take a look at some of the wonderful curriculum materials this team created!
Just for fun – some creative ideas for using Big6 with all sorts of students.
Big6 and the CIA: Intelligence is Information by Sue Wurster
We spend a lot of time telling students that Big6 is every bit as applicable outside the classroom as it is within it, and Sue proved this with a positively thrilling example – the work of the Central Intelligence Agency. This article includes some really fun activities and ideas, plus some interesting information about the CIA’s Intelligence Cycle approach to investigation.
Sing a Song of Research: Turning the Big6 into a Tune by Enid Davis
Setting concepts to music can be a great way to commit them to memory – for instance, I can to this day name the 50 states in alphabetical order thanks to a song I learned in fifth grade. Enid applies this principle to the Big6 in this entertaining article. Learn these easy-to-remember songs and entertain your students while you reinforce their understanding of Big6.
Plan, Do, Review…What’s Bugging You? (Grades PreK-2): An Information Literacy Lesson Plan for Young Children by Theresa Benson
Creepy, crawly things can make science concepts come alive for very young children. This set of activities – aligned to Washington State standards – uses a lesson about insects as the context for teaching Big6 skills.
Best wishes to all of you as you continue your Big6 adventure!
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Calling All Big6 Content Creators
You are invited to contribute your Big6 content to a planned collection of Big6 units, lessons, artwork, music, murals, and bulletin boards ideas. Your creation may be in text, musical or visual format.
Big6 will pay a modest honorarium for each item selected, and you will retain credit as the original author. We’re excited to prepare such a practical publication filled with ideas from frontline educators.
We’ll encourage you to explain the impact of your Big6 item in a few descriptive paragraphs. If you agree to participate, email me. I will reply with more specific details about what to send.
Please RSVP if you have something to propose for the collection. Contact me with any questions. I anticipate hearing from you and hope you’ll agree to join me in this exciting new project. Share this message with any colleagues who may have an interest too.
Best regards,
Sue
RSVP to: Sue_Wurster@Big6.com
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Big6 and Higher Education: Big6 Transcends Boundaries (10.2,2)
Discussion lists can be a great resource for learning and professional development, and earlier this year, the Big6 was the topic for one such list Alicia Salaz, Faculty Librarian at Dubai Women’s College, in Dubai, United Arab Emirates, wrote that her library was beginning to use the Big6 as their information literacy model of choice. I learned from Alicia that the library at Dubai Women’s successfully implemented the Big6 model into their information literacy workshops. Alicia’s example shows the kind of success Big6 can create in a short amount of time, even with a unique group of learners.
Dubai Women’s College
Dubai Women’s College, founded in 1989, is an English as a second language (ESL) institution with more than 2300 students. Dubai Women’s College (DWC) is one of 14 colleges that make up the Higher Colleges of Technology system, a public institution of higher education in the United Arab Emirates. DWC enrolls female Emirati students in a variety of business, education, health sciences and technical programs, and awards both lower credentials (”diploma” and “higher diploma”) as well as Bachelor degrees in these areas.
A view of the Dubai Women's College
The DWC faculty and librarians believe that using Big6 as a “common semantic/linguistic framework” to teach students will provide them with a background for success. According to Alicia, students at DWC typically have little experience in completing research. Introducing the idea of a common semantic/linguistic framework – and since this is an ESL institution, in a secondary language, no less – means that Big6’s simple terminology is a big advantage. Alicia also appreciated that there are a variety of Big6 curriculum materials, books, and lessons (not to mention this newsletter!) already in existence.
The DWC librarians completed projects using the Big6 during the spring semester, and students and faculty responded with positive feedback and results. One project included researching various aspects of the global economic crisis. Faculty acknowledged that after one workshop session on Task Definition (Big6, Step 1), students were able to locate a wider range of information about the topic.
Results of the Experiment
Even though students used the Big6 to locate a broader range of materials, DWC instructors found that the students still needed to develop a stronger ability to evaluate information. In my experience working with college students, I emphasize Big6 Step 4.2, Extract Relevant Information, to include evaluation of materials for scholarship, reliability, relevancy, accuracy and authority. Our college students need to learn the difference between a scholarly journal and a popular magazine, and understand the distinction and reliability of multiple web sites on the same topic. Adding this evaluative process to Big6 Step 4.2 provides an essential opportunity to include aspects of critical thinking into the curriculum and course requirements.
Alicia reported that the instructors and students also appreciated the uniform terminology used by the Big6. The library trained large groups of students – in one case, the 11 classes of an entire department – and the whole department faculty adopted the Big6 vocabulary. With this continuity, the ESL students had a shared knowledge base. When everyone, faculty and students alike, are on the “same page” with information literacy concepts and research projects it provides continuity in future encounters.
The library at DWC used Big6 with all levels of students. In one project, a group of beginning level English students presented the Big6 to visiting high school students. As described by Alicia, the college students did a “recursive iteration” during their presentation, as they realized they needed additional information. The students went back through the process, added a resource to their presentation, and then continued with Big6 Steps 5 and 6. These college students demonstrated the Big6 process when they realized they needed additional information in order to complete their project. The ability to revise knowledge through a non-linear process is one of the greatest assets of the Big6 in the academic environment.
Alicia has received positive feedback about their Big6 experiment and the students of DWC indicate they’d like additional training and use of the Big6 process. At the Dubai Women’s College, the Big6 has transcended cultural and physical boundaries to provide a knowledge base to help students become information literate.
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Using Big6 to Find Time to Teach Content & Information Literacy Skills 10.2, 1
Do you struggle to find instructional time to teach science, social studies, and information literacy? If so, you are not alone. The current emphasis on reading, writing, and math instruction places great demand on already-limited instructional time; as a result, many teachers are struggling to find the time to teach content (e.g. science and social studies) and information literacy skills.
Creating integrated lessons – those that provide students with opportunities to reach learning goals in two or more areas at the same time — could provide a solution to this problem. For example, consider a lesson that requires students to create a presentation identifying the five classes of vertebrate animals. This project – a science project – also reinforces the following multidisciplinary skills:
- Information literacy skills as they access, evaluate, and use the needed information;
- Science as they learn about the classes of vertebrate;
- Reading as they read to access information from print (text or electronic);
- Writing as they take notes and create a final product; and
- Technology skills as the students do research online and present their findings using word processing, presentation or other software.
Lessons such as this one may be co-taught by the subject area teacher and the library media specialist.
In terms of an analogy, think of information literacy as a hand. Two of the four fingers are reading and listening (accessing information), the other two fingers are writing and speaking (using and communicating information), and the thumb is the content (e.g. science, social studies) or the information that needs to be accessed, evaluated, and used. While each of the fingers and the thumb are important (reading, writing, listening, speaking, content), they become even more important when they function as part of the hand (solving information problems). While the hand can function without a finger or a thumb, it is most capable when all four fingers & the thumb are functioning well.
Advantages of integrated lessons
Integrated lessons provide a number of benefits to students and teachers. Here are just a few.
First, students can take advantage of higher-level learning. It is true that an integrated assignment would probably require more time than listening to the teacher share information or reading from text. However, integrated instruction of this type encourages students to make valid connections to prior learning. This purposeful learning often allows students to reach a higher level of understanding and mastery.
Second, integrated learning makes effective use of limited time, addressing several learner goals at once. When integrated lessons are well designed, they may actually lead to using less time to reach objectives. For instance, instead of 2 ½ hours of in seriatim instruction (30 minutes each of reading, writing, science, information literacy skills, and computer instruction) students may be able to spend 1 ½ or 2 hours on an integrated activity that incorporates all of these skills.
Third, integrated lessons create opportunities for practice. By integrating reading, writing, and information literacy skills into every lesson, students are given multiple opportunities to practice and improve these important skills.
Fourth, integrated learning is brain-friendly learning. Integrated lessons are often presented in the context of solving a problem; this creates authentic and in-context learning experiences for students. As students go through the process of problem solving, natural connections to both process and content are made. Active problem solving demands a higher level of engagement on the part of students, leading to increased learning. In addition posing problems tends to stimulate student interest and the perceived importance of the instruction.
Fifth, integrated learning and teaching stimulates collegiality and can lead to excellent instruction. Teachers who collaborate to plan and teach integrated lessons benefit from having the support and expertise of their colleagues.
Using Big6 to Design Integrated Instruction
The Big6 problem solving process is a natural fit for integrated instruction. First, it is an efficient and effective way to ensure students are taught information literacy skills. Any and all information literacy skills can be taught within the framework of this powerful process. Students who learn and use the Big6 are information literate.
Big6 is also a natural fit with teaching content. In order to practice a problem solving process there must be a problem to solve; science and social studies content presents plenty of excellent examples.
As students go about solving instructional problems they must use information (Big6 #4). Using information requires students to engage (get information from source into the brain, Big6 #3, Location and Access). When the information is in a print form, it must be accessed in one of two ways, either reading or listening as someone reads it to you. This reading for a purpose (not just for the sake of reading) can be highly motivational for students. The importance of reading skills becomes obvious to students thus encouraging them to improve their individual reading skills. As students solve their problem and communicate their solution, they use Big6 #5, Synthesis. Communicating or presenting the finished product often requires students to do some writing, e.g. report, journal, poster, or presentation.
Planning an Integrated Lesson
1. Begin by identifying the content area objectives to be addressed. What do you want students to know or do as a result of this knowledge?
2. Create a problem for students to solve and determine what the final product might look like.
3. Big6 the problem. Go through each of the six steps of Big6 and identify information literacy skills to be addressed. For instance:
- Do you want students to learn to use a print encyclopedia or a search engine on the Internet?
- Do you want students to work on identifying essential questions?
- Do you want students to focus upon creating a word document? A web site? An electronic presentation?
4. At this point, if you are collaborating with another teacher, determine responsibilities and timeline for the instruction.
5. You are now ready to gather materials and begin to teach.
Conclusion
Reading, writing, and math skills are important, however information literacy or problem solving skills and content (e.g. science, social studies) are equally as important. Integrated instruction provides a proven method to meet all of these needs. Use the Big6 skills to design integrated instruction for an efficient and effective method to insure our students gain all the skills necessary to become life long learners and critical thinkers.
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New Workshop: Texas’s New English Language Arts Standards and the Big6 Approach to Teaching Information and Communications Technology
Attention All Texas librarians and teachers!
Are you ready to begin integrating the new English Language Arts standards this fall? Help students master the new research strand and other ELA standards by providing an effective Big6 framework for teaching all of the State’s knowledge and skills for every grade level. Choose one day or two day seminars.
One Day: The one-day seminar will provide you with an overview of the Big6 and a correlation of it to the new research strand, as well as offer strategies to help teachers and students work with all of the new ELA standards.
Two Day: The two-day seminar hosts teachers and library media specialists in your computer lab and guides them through the development of a lesson based on the new standards using the framework of the Big6. The educators will explore a variety of useful technology tools and digital resources.
Call Big6 Associates, 315-450-6406; or email: info@Big6.com, Subject line: TX Workshop Offer.
All workshops are tailored to meet local needs.
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Big6 Training - Register Now to Attend
* * * * Early registration extended to June 1st! * * * *
You’re invited–Please RSVP by email or call. We hope you will join us!
BIG6 ACADEMY for INFORMATION LITERACY - SUMMER SEMINAR 2009
“Putting It All Together: Information Literacy, Collaboration, Instruction, Technology”
Mike Eisenberg and Bob Berkowitz, Co-Presenters
July 26-27, 2009, Lodge at Woodcliff, Fairport, NY
Big6 is the most widely-known and widely-used approach to teaching information and technology skills in the world.
Mike Eisenberg and Bob Berkowitz, Big6 Co-creators, present information literacy strategies together in Upstate region NY. Learn then confidently apply the Big6 approach in your classrooms. Ask questions. Bring your team. Begin or perfect your Big6 program now!
Group rate $675 for 4 or more
Early-bird by June 1st: $716
Regular Individual: $795
Limited number of chairs, so please reserve early, you may pay on arrival.
For further details, and comments from previous attendees, visit our Big6 Academy webpage:
http://www.big6.com/2008/10/01/big6-summer-academy-2009/
Registration information:
Phone Gina Luke, Big6 Seminar Coordinator: 585-249-4804
Email Gina Luke: gluke@rochester.rr.com
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Use Grants for Big6 Workshops
Big6 Workshop funds are within your reach
NEA Learning & Leadership Grants and Student Achievement Grants
Deadlines: June 1, October 15, and February 1
The National Endowment for the Arts Foundation has introduced a new online grant application system for their $2,000 and $5,000 Learning & Leadership Grants and Student Achievement Grants that makes the grant application process easier. For a guided tour and detailed instruction of the new system, the Foundation has posted a video featuring grants manager Jesse Graytock. Applicants can view the video or link directly to the applications from the NEA Foundation’s web site at www.neafoundation.org/grants.
The Learning & Leadership Grants support public school teachers, public education support professionals, and/or faculty and staff in public institutions of higher education for one of the following two purposes: 1) Grants to individuals fund participation in high-quality professional development experiences, such as summer institutes or action research; 2) Grants to groups fund collegial study, including study groups, action research, lesson study, or mentoring experiences for faculty or staff new to an assignment.
The Student Achievement Grants aim to improve the academic achievement of students in U.S. public schools and public higher education institutions in any subject area(s). The proposed work should engage students in critical thinking and problem solving that deepen their knowledge of standards-based subject matter. The work should also improve students’ habits of inquiry, self-directed learning, and critical reflection.
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Grant Source: The McCarthy Dressman Education Foundation
Here is a grant opportunity to consider. Next Deadline May 1st, 2009.
The McCarthy-Dressman Education Foundation offers academic enrichment grants designed to develop in-class and extra-curricular programs that improve student learning.
Grant awards are for up to $10K per year for 3 years. For more information see the McCarthy-Dressman pages.
http://www.mccartheydressman.org/teacher.html
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Big6 Workshops: Reserve presenters now for 2009-2010
Now taking reservations for school year 2009-2010.
Do your K-12 students
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use information literacy skills required by standards?
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have lasting skills to compete in a global economy?
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think with a purpose to solve problems?
If not, you may need information literacy professional development to get started.
Teach information literacy building blocks early with Super3 Skills for early elementary students, then transition seamlessly to in-depth Big6 Skills for middle school and high school learners.
Email subject “Big6 Workshops” to info@big6.com
or Call: 315-450-6406
Take me to the main Big6 workshop page now!
