Students today
don't have a problem locating information; data is readily available. We
need to help our students learn how to access this data, critically
analyze
and evaluate the data as useful information, transfer the
information into knowledge to be shared with others, and, finally, reflect
on whether they've resolved their problem satisfactorily. We call this
information
literacy.
Successful integrated
information skills programs are designed around collaborative projects
jointly
planned and taught
by teachers and
library media professionals.
Effective
integration of information skills has two requirements:
1. The
skills must directly relate to the content area curriculum and to classroom
assignments
2. The skills themselves
need to be tied together in a logical and systematic information process
model.
®
The
Big6 Skills Approach to Information
Problem Solving
copyright Eisenberg
and Berkowitz, 1988. The Big Six is an information literacy curriculum,
an information problem-solving process, and a set of skills which provide
a strategy for effectively and efficiently meeting information needs.
®
Big6™
Skills
Los
Seis Grandes |
Process
|
Matching
Each Big6™Skill with a Graphic Organizer Tool |
| 1.
Task Definition
1. Definición
del Trabajo |
1.1 Define the
task (the information problem)
1.1 Define el problema
1.2 Identify information
needed in order to complete the task (to solve the information problem)
1.2 Identifique
la información necesaria |
Chain
of events: Use to plan out problem-solving process.
Fishbone
Mapping: Use to identify problem causes and interrelationships
between them as they relate to the problem.
Cycle:
Use to show interactions between events.
Spider
Map: Use to explore a topic and identify main ideas and details.
Problem/Solution:
Use to identify a problem and consider multiple solutions and possible
results. |
| 2.
Information Seeking Strategies
2.
Estrategiás para buscar la información |
2.1 Brainstorm
the range of possible sources
2.1 Piense en todas
las fuentes de información diferentes
2.2 Evaluate the
different possible sources to determine priorities. Select the best sources
2.2 Evalúe
las fuentes de información para determinar prioridades (seleccione
las mejores fuentes) |
Clustering:
Use to generate ideas about possible sources of information.
Compare/Contrast:
Use to compare/contrast information sources. |
| 3.
Location and Access
3.
Localización y acceso |
3.1 Locate sources
(intellectually & physically)
3.1 Localice las
fuentes de información
3.2 Find information
within the source
3.2 Encuentre información
en las fuentes localizadas |
Spider
Map: Use to determine key words for searching.
Clustering:
Use to generate ideas and key words. |
| 4.
Use of Information
4.
Uso de la información |
4.1 Engage (read,
hear, view, touch) the information in a source
4.1 Lea, escuche,
mire, toque
4.2 Extract relevant
information from a source
4.2 Extraiga la
información pertinente |
Continuum:
Use to develop timelines, rating scales or show historical progress
Compare/Contrast:
Use to compare/contrast information sources.
Problem/Solution:
Use to articulate problem and consider multiple solutions and possible
results. |
| 5.
Synthesis
5.
Síntesis |
5.1 Organize information
from multiple sources
5.1 Organice la
información de las fuentes diversas
5.2 Present the
information
5.2 Presente la
información |
Clustering:
Use to pull together ideas organizing a product (project, presentation,
or paper).
Compare/Contrast:
Use to organize compare/contrast information.
Problem/Solution:
Use to articulate problem and consider multiple solutions and possible
results.
Storyboard:
Use to map out presentation or Web page. |
| 6.
Evaluation
6.
Evaluación |
6.2 Judge the product
(effectiveness)
6.1 Juzgue los
resultados (eficacia)
6.1 Judge the information
problem-solving process (efficiency)
6.2 Juzgue el proceso
(eficiencia) |
Interaction
Outline: Use to judge the problem-solving process, and the
interactions between team members.
(sample
rubrics) |
Copyright © 2000 Big6
Associates, Inc.
|
|
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Over the past 20 years,
library media professionals have worked hard to move from teaching isolated
"library skills" to teaching integrated
information skills. The ability to locate information rapidly, to evaluate
it, and to use it effectively is becoming an increasingly important skill
for the success of students and adults today. It used to be relatively
easy to find answers to our questions. Need to know the definition of or
how to spell a word? Use a dictionary. Traveling, and have questions about
a particular place? Look it up in an atlas. Want a quick fact to resolve
a trivia question? Use an almanac. With the advent of technology, our choices
are much more varied and complex. Our students have many electronic resources
available to them in addition to the traditional print (books) and non-print
(filmstrips, videos, cassettes, etc.) sources. Students are accessing CD-ROMs,
the Internet, electronic reference works, and online experts via e-mail.
They are sharing ideas and information with their peers electronically.
Students today don't
have a problem locating information; data is readily available. We need
to help our students learn how to access this data, critically analyze
and evaluate the data as useful information, transfer the
information intoknowledge to be shared with others, and, finally, reflect
on whether they've resolved their problem satisfactorily. We call this
information
literacy. |
Additional Links and Information
using
The Big6 Skills®
Elementary
Information
Example
of endangered animal project
Student
Organizer
The
Super Three (Why the Super3?)
Some teachers and librarians were concerned
that the Big6 was too much for children. With the
Super3, teachers are able to use vocabulary
that children understand.
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