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Big6

This version was saved 11 years, 5 months ago View current version     Page history
Saved by Judi Moreillon
on December 11, 2010 at 1:02:10 pm
 

Information Problem-Solving:

The Big Six Skills Approach to Library & Information Skills Instruction

by Michael B. Eisenberg and Robert E. Berkowitz

Norwood, NJ: Ablex Publishing, 1990

Available online at: http://bigsix.com

Adapted by Judi Moreillon

 

1.      Task Definition: What is my question? Is it a good question?

1.1  Define the information problem.

1.2  Identify information needed in order to complete the task (to solve the information problem).

Students will normally have more than one question for their inquiry. Questions are developed after students have had the opportunity to browse resources and record what they already know about a topic. In Step #1, students should receive and understand the rubric for assessing the process and the product (Step #6).

 

2.      Information-Seeking Strategies: What resources can I use to answer my questions?

2.1  Determine the range of possible sources (brainstorm).

2.2  Evaluate the different possible sources to determine priorities. (Select the best resources).

Researchers should consider paper and electronic resources as well as experts (human resources).

 

3.      Location and Access: In this resource, how do I find information?

3.1  Locate sources (physically/virtually and intellectually).

3.2  Find and comprehend information within sources.

This requires students to use indexes, tables of contents, electronic organizing tools, glossaries, timelines, maps, charts, and other text features. Students must develop keywords that will assist them in locating information to answer their questions.

 

4.      Use of Information: What can I do with the information I find?

4.1  Engage (e.g. read, hear, view, touch) the information in a source.

4.2  Extract relevant information from a source.

For most projects, this means organizing a research strategy and keeping a research log or journal, making notes on cards or graphic organizers, and recording bibliographic information, including references to useful visuals.

 

5.      Synthesis: What can I make to show what I have learned?

5.1  Organize information from multiple sources.

5.2  Present the information.

This refers to the product, presentation, and format for sharing findings.

 

6.      Assessment: How will I know I did my job well?

6.1  Judge the product (effectiveness).

6.2  Judge the information problem-solving process (efficiency and thoroughness).

Rubrics developed by the class or small group or classroom teacher and librarian before the process begins and revised halfway through the process (if necessary) are recommended. Rubrics and self-assessments must address both the process and the product.

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