The Big6 Skills Model of Information Problem-Solving

www.big6.com

The Big6™ Skills Model of Information Problem-Solving

1. Task Definition: 1.1 Define the information problem. 1.2 Identify information needed. 2. Information Seeking Strategies: 2.1 Determine all possible sources. 2.2 Select the best sources. 3. Location and Access: 3.1 Locate sources. 3.2 Find information within sources. 4. Use of Information: 4.1 Engage (e.g., read, hear, view, touch). 4.2 Extract relevant information. 5. Synthesis: 5.1 Organize from multiple sources. 5.2 Present information. 6. Evaluation:

6.1 Judge the product (effectiveness). 6.2 Judge the process (efficiency).

© Eisenberg & Berkowitz, 1987

Eisenberg Page 1 of 5

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Student Action Big6 Stage

Chooses between a website and a periodical article for info on the political situation in the Middle East

Assesses the presentations of other students

Writes a thesis sentence

Analyzes data for a science lab

Reflects on personal skills that need improving

Searches using Google

Evaluates the effectiveness of specific media (e.g., political ads, audio vs. video, print vs. web)Uses PowerPoint to create a multimedia presentation on global warming

Exercise

© M. Eisenberg 2006


Big6 Workshop M. Eisenberg 2006 NY State

NY State Standards and Tests Exercises NYS Standards

• Main Website: 4 www.emsc.nysed.gov

• Content Standards: 4 www.emsc.nysed.gov/deputy/Documents/learnstandards.htm

Tests and Testing

• Main Website: 4 http://emsc32.nysed.gov/osa

• 3-8 4 look at “Test Samplers” or subject area and then “tests”

• High School 4 look at “Test Samplers” or subject area and then “tests” 4 look at “Regents Exams” or www.nysedregents.org/testing/hsregents.html

I. Standards Exercise (individually or in groups):

(1) Use the NY State Standards website to review and analyze standards in a specific subject area and grade level. Use the “HTML version” when available as this loads quicker and is easier to view than the PDF versions.

(2) Complete Worksheet 3-14 on page 51 – connecting curriculum standards and

the Big6. (3) Reflect on how each standard is taught and assessed. If possible, identify

relevant assignments. (4) Brainstorm possible Big6 instruction that would help students perform better on

the standard and assessment. II. Test Exercise (individually or in groups):

(1) Use the NY “State Assessment” website to review and analyze a state exam in a specific subject area and grade level. Use the most recent version of the test you can find.

(2) Look at the various types of questions on the test from a “Big6” perspective: i.e.,

which of the Big6 information skills seem particularly relevant or important for successful completion of the question? Use Worksheet 7-4 on page 118 to make notes regarding the test/question – Big6 connection.

(3) Brainstorm possible Big6 instruction that would help students perform better on

the type of question being asked.


M. Eisenberg©2006

Fighting Plagiarism


Plagiarism

Help!

“What can we do to stop students from just copying and pasting and presenting the work as their own?”


Fighting Plagiarismp. 80

• Create a culture that promotes “citing in context.”4Have students learn to cite at an early age.

4Model citing in teachers’ work.

4Show “bad” examples – exaggerate plagiarism.

4Have students cite all sources all the time.

4Do not accept work without citing.

4Expect citing in class discussions as well.


Super 3 Lesson

4book

4computer

4person

4self

Creating a “culture of citing”

Use rubber stamps


Fighting Plagiarism

• Work separately on Use of Informationand Synthesis before requiring both be done together.4Have students provide “direct quote” answers

before requiring them to do so in their own words.

4Give students the “direct quote” answers and then have them put them in their own words.

4Do not advance until they can do each of these skills successful on their own.


Fighting Plagiarism

• Focus on citations in context more than bibliographies

• Require “annotated” bibliographies – with annotations of “why” students selected a particular source as well as their “credibility” analysis of the source.


Fighting PlagiarismAsk good questions.

• Give assignments that are simply “descriptive” are easily copied.

• Give assignments that ask students to make judgments or defend aposition require thinking and are not easily copied.

DESCRIPTIVE INFERENTIALDo a report on a region of the U.S. (or world).

Your business is considering moving to another region. Based on research about this region, decide whether you think it’s a good idea.

Write a paper on humpback whales. Write a paper on whether humpback whales are still endangered and should or should not be protected.


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“We felt it was time to develop a software tool to help students use the Big6 process in context of real needs, real curriculum, and real assignments. Big6 TurboTools P.E. will boost student performance and achievement through dramatic improvement of information literacy and problem-solving skills.” --Mike Eisenberg & Bob Berkowitz

Big6 TurboTools P.E. guides students--from start to finish--through the Big6 process to create projects and complete assignments of all types, including research papers and book reports. Some of the exciting tools integrated into Big6 TurboTools are: a Big6 Planner, electronic resources for teachers, parents, and students, a powerful tool for generating tests and evaluations, a student project manager, a built-in word processor, a citation/notes generator, an electronic dictionary, and a customizable report organizer and generator that is great for producing book reports, science projects, and numerous other structured documents.

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