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The Big Six Information Skills As a Metacognitive Scaffold

The Big Six Information Skills As a Metacognitive Scaffold. Rachel Kirkland. As educators…. We try to create realistic learning experiences for students by infusing the curriculum with information literacy skills.

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The Big Six Information Skills As a Metacognitive Scaffold

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  1. The Big Six Information Skills As a Metacognitive Scaffold Rachel Kirkland

  2. 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.

  3. 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.

  4. Where does the Big6 fit in? • It’s 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.

  5. The Six Steps • Task Definition • Information Seeking Strategies • Location and Access • Use of Information • Synthesis • Evaluation

  6. 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.

  7. 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.

  8. 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.

  9. 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.

  10. 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

  11. 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.

  12. 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.

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