Big6

1. Andrea Segel-Moss CED505.20 10/24/11 Big6

2. Overview • Big6 is a view of the components of information literacy. • It was developed by Mike Eisenberg and Bob Berkowitz. • “The Big Six information skills model (Big6) is one that is primarily aimed at kindergarten through twelfth-grade students. This model is intended to foster the acquisition of research, problem-solving, and metacognitive skills through the cooperation of both school library media specialists and classroom teachers*.” *http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume62003/bigsixinformation.cfm

3. Overview The Big6 • Task Definition 1.1 Define the information problem 1.2 Identify information needed to complete the task (to solve the information problem)

4. Overview The Big6 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)

5. Overview The Big6 3. Location and Access 3.1 Locate sources (intellectually and physically) 3.2 Find information within sources

6. Overview Big6 4. Use of Information 4.1 Engage (e.g., read, hear, view) the information within a source 4.2 Extract relevant information from a source

7. Overview Big6 5. Synthesis 5.1 Organize information from different sources 5.2 Present the information

8. Overview Big6 6. Evaluation 6.1 Judge the product (effectiveness) 6.2 Judge the information problem-solving process (efficiency)

9. Appraisal • A number of weaknesses in the Big6 approach have been highlighted by Philip Doty: “This approach is problem-based, is designed to fit into the context of Benjamin Bloom’s taxonomy of cognitive objectives, and aims toward the development of critical thinking. While the Big6 approach has a great deal of power, it also has serious weaknesses. Chief among these are the fact that users often lack well-formed statements of information needs, as well as the model’s reliance on problem-solving rhetoric. Often, the need for information and its use are situated in circumstances that are not as well-defined, discrete, and monolithic as problems (Doty, 2003).” (Wikipedia: http://en.wikipedia.org/wiki/Information_literacy)

10. Appraisal “Eisenberg (2004) has recognized that there are a number of challenges to effectively applying the Big6 skills, not the least of which is information overload which can overwhelm students. Part of Eisenberg’s solution is for schools to help students become discriminating users of information.” (Wikipedia: http://en.wikipedia.org/wiki/Information_literacy)

11. Appraisal Certainly the onset of technology and the internet have created new opportunities and challenges in education. Big6 represents one model for information literacy, among many. Since I teach at a first-grade level with students attempting to learn and master the most basic reading and math skills, there is limited application of this model for my students.

12. Appraisal Here is a link to a 2007 PowerPoint about Big6, which reviews the model (favorably) in detail: http://www.google.com/url?sa=t&rct=j&q=what%20is%20the%20big6%20information%20literacy%20model%3F&source=web&cd=4&ved=0CDsQFjAD&url=http%3A%2F%2Fwww.wellsborosd.k12.pa.us%2F544620616112128740%2Flib%2F544620616112128740%2FBig6_PowerPoint_Teachers_Show_07.ppsx&ei=lBGmTpLHBsitsAKfmMTHDw&usg=AFQjCNGq9ddQV_tAZWvHO96gC6v-RdHP9Q

13. Evaluation & Reflection Lesson at the Big6 Site Perhaps because a choreography assignment sounded a bit different, I chose this lesson from the Big6 Site: Choreography Assignment: Dance II http://www.big6.com/2003/04/03/choreography-assignment-dance-ii/

14. Evaluation & Reflection Lesson at the Big6 Site • The overview of the lesson, from the preceding link: “This instructional unit provides dance students with the opportunity to tie the creativity of movement to factual, historical, “events that stopped our lives.” Through instruction, library research, collaboration and rehearsal, students analyze and interpret a variety of reactions to these major historical events and translate those reactions to dance movements. Historical events are taken from the book We Interrupt this Broadcast which focuses on major historical world events that have warranted an “interruption” of regular programming on radio or television. The text is accompanied by CD’s which play the original broadcast of the event. Students present their dance/movement to the actual broadcasts from these CD’s.”

15. Evaluation & Reflection Lesson at the Big6 Site The lesson goes into detail using the Big6 model, point-by-point. I don’t know if the Big6 model really enhances the lesson, or if it just gives a certain legitimacy to the lesson. In other words, is the lesson better because of the tailoring of the assignment to the model, or does the model references just make the assignment seem better?

16. Evaluation & Reflection Lesson at the Big6 Site Models like Big6 are valuable to provide important structure to lessons, uniformity in education programs and organized direction. However looking at this particular lesson, the great amount of detail could be distracting or overwhelming for some students. It might have been done more simply without the emphasis on Big 6.

17. Bibliography • Information Literacy, Wikipedia http://en.wikipedia.org/wiki/Information_literacy • Online Resources to Support BIG6™ INFORMATION SKILLShttp://nb.wsd.wednet.edu/big6/big6_resources.htm • The Big Six Information Skills As a Metacognitive Scaffold: A Case Study, American Association of School Librarians http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume62003/bigsixinformation.cfm