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Announcing: Big6 by the Month

Posted on August 31st, 2010 in About Big6,Big6 by the Month,Lessons by Big6 Skills (Free),Lessons by Subject (Free) by Mike Eisenberg

Big6 by the Month

It’s time for a radical, new approach to information literacy learning!

The sad truth is that few, if any, information literacy efforts in schools have fulfilled the promise of a comprehensive information literacy program.

A comprehensive program should reach all students in the school.
A comprehensive program should be predictable in terms of what students are expected to learn and how they are to learn it.
A comprehensive program should be accountable in terms of setting measurable goals for the program and assessing performance by the students.
A comprehensive program should report the results—to the students, to their teachers, and parents or guardians, and to the overall school and district.

Almost all school library or technology programs offer some form of information literacy instruction. But if we are frank with ourselves, most programs can be characterized as irregular, partial, and arbitrary. Certainly, some students receive excellent information literacy instruction, but others receive little or none.

The reasons for this situation are varied and understandable including insufficient staff or limited resources, space, and technology. However, one of the main reasons for incomplete programs is that the information literacy program is not viewed as a vital part of the school’s curriculum program; information literacy is not treated as essential for every student in the same way as reading, writing, science, math, or social studies.

This non-essential status must end! In the 21^st Century, reading and writing are no longer sufficient. To succeed in our global, information society, students must be able to find and use information in all its forms as well as produce and present information in all forms. That’s information literacy, and any student who graduates without these skills is at a serious disadvantage.

A second reason for the partial, hit-and-miss nature of information literacy programs is the emphasis on implementing the program through the sacred cow of “collaboration” with classroom, subject area teachers and curriculum. Certainly, every information literacy lesson and learning activity must be tied to classroom assignments and curriculum, but that doesn’t mandate that it be done through time-intensive collaborative sessions between teacher-librarians (or technology teachers) and classroom teachers. A good information literacy teacher can connect with classroom assignments and subject curriculum, but it is unrealistic and misleading to think that collaboration can take place on a comprehensive level given today’s staffing levels in library or technology programs. Yes, I’ve seen excellent collaborative examples in many schools—but they are just that: examples, pilots, samples. Systematic, large-scale, comprehensive collaboration is just not possible given the numbers of library and technology professionals in most schools. So, it’s time to move this sacred cow aside (after all, it’s not an end-goal anyway; it’s a means to the end—which is student information literacy learning). The new means is “connecting” to assignments and curriculum and focusing on making sure that the information literacy learning program reaches every student.

Again, information literacy is too important to be arbitrary or irregular. We library and information professionals must step up and commit to developing and delivering information literacy programs that are comprehensive (reaching all users), predictable (consistent over time), and accountable (measured and reported). To do so, I propose a 4 part strategy:

(1) Defined: Identify essential, “power” information literacy goals and learning objectives for all students in your school. This means developing grade level objectives for each Big6 skill at each grade level. These goals and objectives should be linked to relevant national or local learning standards. However, don’t over-reach. Define goals and objectives that are ambitious but attainable. Remember, these goals and objectives are to be comprehensive—intended for every student. I recommend identifying 4-8 “power learning objectives” for each Big6 stage for each grade level.

(2) Predictable: Plan and implement a consistent, intentional program that reaches every student. Here too, the program should be ambitious but practical. How will you be able to reach all students? Are there certain key assessments or assignments?

Let’s also be predictable in terms of the schedule. Here’s where “Big6 by the Month” comes in. Each month, there is a school-wide information literacy learning and instructional focus (e.g., October is Task Definition month; November is Information Seeking Strategies and Location & Access; in December, we revisit and review; etc.). The emphasized skill (and specific grade level learning objectives) of the month are always presented in the context of the overall Big6 process, but we target specific lessons and activities (and assessments) to the skill and learning objectives of the month. This approach is not meant to constrict or constrain. You can still do a lesson or activity on a different Big6 skill in a given month. But it does mean that the monthly emphasis is on the main skill designated for that month (within the context of an assignment or curriculum topic).

The planned Big6 by the Month calendar is shown below. Obviously, this calendar will need to be adjusted for individual schools or districts, but I propose that all schools and professionals try to follow the same schedule. In this way, the program is predictable. And, if we all do this—across the globe!—we can share ideas, objectives, lessons, activities, and assessments. It also means that we can work together to publicize and promote the program.

(3) Measured: Information literacy learning must be assessed so that students themselves know if they have achieved the desired goals and objectives. Assessment is also essential for the classroom teachers and the school in order to know whether the program is successful in meeting its goals and objectives and for adjustments and future planning.

(4) Reported: Lastly, the information literacy program must develop and deliver two types of formal reporting mechanisms: (a) to the students themselves as well as parents, teachers, or appropriate others, and (b) to the faculty, administration, and school board about the nature, scope, and effectiveness of the information literacy program.

Certainly, each of these 4 steps will require considerable planning time and effort. However the end result will be a comprehensive, predictable information literacy program that is focused on meeting student needs.

I will write and share more on this in the coming weeks. But, that’s the gist of it. I will also hold an open, free webinar on September 15^th at 6:30pm EDT, 3:30 PDT.

Space is limited so reserve your Webinar seat now.

Click this link: https://www1.gotomeeting.com/register/703952456

It’s time for a radical, different approach. I hope you agree and will join me!

Mike Eisenberg

August 31, 2010

graphics of Big6 by the Month

RELATED WEBINARS:

Mike Eisenberg will present a “Big6 by the Month” private webinar for your school upon request. For more information about price and availability, email to: info@big6.com

Subject line: Inquiry-Big6 by Month for our School

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Introducing Mike and Bob, Big6 Co-authors

Posted on August 17th, 2010 in About Big6,About Mike and Bob by Sue Wurster

Mike Eisenberg

Mike is a teacher and mentor whose personal motto is, “make it better!”

He is the founding dean of the Information School at the University of Washington, serving from 1998 to 2006. During his tenure, Mike transformed the unit from a single graduate degree program into a broad-based information school with a wide range of research and academic programs, including an undergraduate degree in informatics, masters degrees in information management and library and information science (adding a distance learning program and doubling enrollment), and a doctorate degree in information science.

Mike’s current work focuses on information, communications, and technology (ICT) literacy, information credibility, and information science education K-20. Mike is co-author of the “Big6 approach to information problem-solving” – the most widely used information literacy program in the world. Mike is a prolific author (9 books and dozens of articles and papers) and has worked with thousands of students—pre-K through higher education—as well as people in business, government, and communities to improve their information and technology skills. For more information about Mike Eisenberg here.

Mike Eisenberg
Dean Emeritus and Professor
The Information School of the University of Washington
Seattle, WA 98195-2840
Phone: (206) 616-1152
mike_eisenberg@big6.com

http://www.ischool.washington.edu/mbe

Bob Berkowitz

Co-Creator of the Big6 Approach, Bob Berkowitz is an educator first and foremost. He earned degrees from George Washington University (MA in Education), State University of New York at Albany (MLS), and North Adams (MA) State College (School Administrator’s Certification).

Bob has over 30 years of teaching experience in both rural and urban settings. He began his career teaching language arts in high school. Bob enhanced his professional expertise by becoming a school library media specialist. He successfully managed and taught in school libraries at the elementary, middle school and high school levels. His credentials are rounded out with additional experience as district coordinator for library and information programs and university instructor. His breadth of experiences uniquely qualifies him to be a consultant and trainer to educators at every level regardless of their professional degree, interests, length of service or responsibilities.

Often requested to share his ideas at conferences, workshops and seminars Bob is a dynamic and passionate educator who taps his 30+ years in education to deliver powerful information to bring about educational change. He readily establishes rapport with library media specialists, teachers, and administrators regardless of their subject area specialties or grade level assignments. Bob’s Big6 workshops and speeches are interactive, informative, innovative and inspiring. He is able to draw from his abundant experiences to customize his presentations to the needs of any audience.

Bob’s contributions in education are far reaching. Both at home and around the world, his words and actions have inspired and empowered educators to transform their instructional practice based on the Big6 Approach, thus effectively preparing students for the rest of their lives. A central theme of his work is that we must prepare students for their future, not for our past.

In 2000, Bob was named a W.K. Kellogg Foundation Expert in Residence. He has been an Adjunct Instructor at Syracuse University’s School of Information Studies, and Consultant to Mansfield State University’s School Library & Information Technologies graduate program. Bob acted as Library Media Specialist Consultant to a research skills-based English curriculum project that won National Council of Teachers of English recognition as a Center of Excellence in English and the Language Arts.

Bob and Mike Eisenberg have collaborated on a number of books and projects, most notably Teaching Information & Technology Skills: The Big6 in Secondary Schools (2000), Teaching Information & Technology Skills: The Big6 in Elementary Schools (1999) Helping with Homework (1996), Information Problem-Solving: The Big Six Approach to Library & Information Skills Instruction (1990),Curriculum Initiative: An Agenda and Strategy for Library Media Programs (1988), Resource Companion to Curriculum Initiative (1988).

Other works by Bob Berkowitz include: Big6 Research Notebook (2007), “Moving Every Child Ahead: The Big6 Success Strategy,” (May/June, 2002), MultiMedia Schools; and “Acing the Exam: How Can Librarians Boost Students’ Test Scores?”(October, 2002) School Library Journal.

Currently, Bob is a School Library Media Specialist with the Wayne Central School District, Ontario Center, NY. b_berkowitz@big6.com