Richardson Reg102010

Big6 Approach to Information and Communications Technology Skills
Teaching and Learning, ESC Region 10, Richardson, TX, April 19, 2010
Copyright 2010, Barbara A. Jansen. Big6 copyright 1987, Eisenberg & Berkowitz. These materials are
copyrighted. They may not be used for profit or presentation or duplicated for any reason. Permission
granted for use in K-12 classrooms and libraries only.
1
ESC Region 10
April 19 2010
Approach to Information and
Communications Technology
Skills Instruction
April 19, 2010
Presented by Barbara A. Jansen
Chair, 1‐12 Instructional Technology and Library Services
Upper School Librarian
St. Andrew’s School, Austin, TX
Agenda
Overview of Big6 process
Higher-level thinking
Plagiarism: Not in Region 10!
S i f i l iStrategies for implementation
Slides and handouts available:
http://bjansen.edublogs.org/presentations/
What is the Big6™?
Process
Specific skills
Who can use the Big6™ skills?
Anyone.
Basic Themes Big6 process

2
Big6™ Skills Overview
1. Task Definition
2. Information Seeking
Strategies
• Each skill has two
subskills:
– The “Little 12”Strategies
3. Location & Access
4. Use of Information
5. Synthesis
6. Evaluation
1. Task Definition
Determining the purpose and need for
information
– 1.1 Define the task
– 1.2 Determine the information needed to do
the task
ex. restate task in own words
ex. determine appropriate task from problem
ex. brainstorm a list of questions for information needed
What do I need to do?
Typical activities
Restate the task
Use a wiki to collaborate with others on questions
Define the requirements
Ask good questionsAsk good questions
Brainstorm related ideas
Understand oral directions
Determine a timeline and the order of tasks
Determine an appropriate task from an information
problem
Write appropriate questions
2. Information Seeking Strategies
Examining alternative approaches to acquiring
information
– 2.1 Brainstorm all possible sourcesp
– 2.2 Select best sources
ex. distinguish between free and fee-based
Internet sources
ex. consider investigation, survey,
observation, and interview
What can I use to find what I need?
Typical activities
Decide to use a library book or a web site
Consider the need for sources outside the
library collection
Consider investigation, survey, observation,Co s de vest gat o , su vey, obse vat o ,
and personal interviews as sources of
information
Determine that getting information from a
person is necessary
Decide to use images from the web
Know when it is OK to use an encyclopedia
3. Location & Access
– 3.1 Locate sources
– 3.2 Access information
within the sourcewithin the source
ex. use a Web directory
ex. find a library book
ex. Identify key and related words
Where can I find what I need?

3
Typical activities
Find materials on the shelf independently
Access the appropriate information system (e.g. subscription
databases, web sites, etc.)
Know and use the parts of a book
Find a word in a dictionary using guide words andFind a word in a dictionary using guide words and
alphabetical order
Search by subject or keywords
Use a search engine or a social bookmark service such as
del.icio.us
Navigate through a subject directory such as KidsClick
Use the advanced search features on a database
4. Use of Information
Using a source to gain information
4.1 Engage in the source (read, hear, view,
touch)
4.2 Take out needed information
What information can I use?
ex. cite sources
ex. take notes efficiently & effectively
ex. interview a person for information
Typical activities
Read, listen, view, browse
Select the main idea and supporting details
Read carefully to find information to answer questions
Cite sources at point of use
Use the “trash-n-treasure” note-taking method to identify and
record factual informationrecord factual information
Read graphs and understand visuals
Use senses to acquire information
Summarize and paraphrase as needed
Copy and paste limited words and phrases from a website into
a word processing document, wiki, or NoodleBib
Identify relevant information
5. Synthesis
Integrating information drawn from a variety
of sources
– 5.1 Organize information
from a variety of sourcesfrom a variety of sources
– 5.2 Communicate results
ex. construct a bibliography
ex. make a presentation
ex. create results for an authentic audience
How can I put my information together?
Typical activities
Produce a rough draft
Produce personally designed, appropriate media to communicate
results
Use the outlining feature in a word processor to organize
information from multiple sources
Create PowerPoint slide show
Follow presentation guidelines when preparing for an oral
presentation
Present results that show a higher level of thinking than what was
found in the information resources
Prepare a bibliography using Citation Machine or NoodleBib
Use a digital camera to include an “About the Author” section in a
presentation
Comply with copyright laws and Fair Use guidelines with the help
of their librarian
6. Evaluation
Making judgments
based on a set of
predetermined criteriap
– 6.1 Evaluate the product
– 6.2 Evaluate the information problem-
solving process
How will I know if I did well?

4
Typical activities
Assess the completeness of their work
Think about the process they used
Determine if they worked well in a group
Compare their final product and process
against a set of predetermined standards
Check for understanding
TD = Task Definition
ISS = Information Seeking Strategies
L&A= Location & Access
UI = Use of InformationUI = Use of Information
S = Synthesis
E = Evaluation
#1
1. _____ Choose between a Web site and a
magazine for information on a recent current
event.
2. _____ Interview a long-time community
resident on the history of the area.
3. _____ Compare the final product to the
requirements of the assignment before submitting
it to the teacher.
4. _____ Create an Animoto slide show or a
video of customs in various communities.
#2
1. _____ Type appropriate notes from the
online encyclopedia.
2. _____ Write questions to be answered to
solve the information problem.
3. _____ Decide to use the online
encyclopedia.
4. _____ Type in and go to a specific
website address in an Internet browser.
#3
1. _____ Download an image from a website
into a folder on the hard drive.
2. _____ Draw a picture showing the results of
a study of cell structurea study of cell structure.
3. _____ Listen for appropriate information.
4. _____ Give credit to sources.

5
TAKS for Reading 10th TAKS for Writing
TAKS for Social Studies
Objective 1: The student will demonstrate an
understanding of issues and events in U.S. history.
understanding of geographic influences on historical
issues and events.
understanding of economic and social influences on
historical issues and events.
understanding of political influences on historical
issues and events.
Objective 5: The student will use critical-thinking
skills to analyze social studies information.
TAKS for Science
• Objective 1: Nature of scienceObjective 1: Nature of science
• Objective 2: Organization of living things
• Objective 3: Interdependence of organisms
• Objective 4: Structure and properties of matter
• Objective 5: Motion, forces and energy
TAKS for Math Deconstruction of unit
Three groups…
1. Big6 step identification
2. List ELA TEKS (by number on
back)

6
Higher‐level Thinking
EvaluationEvaluation
SynthesisSynthesis
AnalysisAnalysisyy
ApplicationApplication
ComprehensionComprehension
KnowledgeKnowledge
Why bother with higher level thinking
through the Big6™?
“Empower learners to be
creative, critical, and
constructive users ofconstructive users of
information.”
—Ross Todd. “WWW, Critical
Literacies and Learning Outcomes.”
Teacher Librarian, Nov-Dec, 1998.
Image licensed from cartoonbank.com, 2005.
Plagiarism
Research!
Used with permission,
OffTheMark.com, 2007.
If you steal from one author, it’s
plagiarism; if you steal from many,
it’s research.
Wilson Mizner (1876–1933) U.S. dramatist, wit.
Quoted in The Legendary Mizners, ch. 4, Alva
Johnson (1953).
The Columbia World of Quotations. Copyright © 1996 Columbia
University Press.
Plagiarism
Are students in ESC
Region 10 area
Stop
schools plagiarizing?

7
Instructional Strategies
Information Problem
If the Board of Trustees of the Bob
Bullock Texas State History
Museum wants to add a section to
the “Identity” exhibit to honory
notable women of Texas, which ones
should they include? What is your
task?
“Barbara Jordan.” Copyright ©
2002, 2003 LBJ School of Public
Affairs.
Elementary
High School
Big6 #1: Task Definition
Big6 1.1
Whole class: Brainstorming
Learn about a notable women in Texas in order to present his or
her life and accomplishments to the Museum Board.
Grouping
Why group? Why not?
1. Decide how you will group the kids
1. How many groups (determined by subtopics)
2. How many students in a group?y g p
3. Who will be in each group?
2. Make a list of:
1. informational (fact-oriented) questions to which each
group will need to find “answers” in order to do the
project
2. questions that will require higher-level thinking and
original ideas

8
1. When was Barbara Jordan born? When did she die?
2. What was her childhood like?
3. What are some important things she did?
4. Why were they considered important?
5. Why would she be considered a good citizen?
6. In what ways did she contribute to her community?
Your questions for the group may look like this:
7. How did she influence our lives today?
8. How might my life be different if Barbara Jordan had never
been born?
9. What do you think it takes to be a good citizen in the U.S.
today?
10. Do you think Barbara Jordan would do anything differently
if she were alive today? Why or why not?
Task Definition 1.2
1. Separate class into groups according to the person
they are studying
1. Students identify the information they need to find
“answers” in order to do the project
6th example 9th example
2 Your list2. Your list
3. Note taking organizers for step #4 Use of
Information
4. Higher-level questions:
additional page with space to record their responses.
Prepare note taking organizer
Student’s
Name
Topic Note Taking
form
Back to TNTBack to L&A
Big6 #2: Information Seeking Strategies
nBank.com,2008.
Record best
sources on chart
LicensedfromCartoon
Check.
Your.
Sources
Web site evaluation
Sources.
What we want
students to
understand…
(Susan E. Beck, New
Mexico State University
Library. Used with
permission.)Licensed CartoonBank.com, 2008.

9
Elementary web evaluation
Diane Lauer, 1999. Used with
permission.
Middle and high school web evaluation
http://www.crystalinks.com/e
gyptafterlife.html
Find Resources in Subscription Databases
Why?
TexShare databases
Others your district or
school purchases
Big6 #3: Location & Access
3.1 Locate sources
Traditional and electronic location skills
3 2 Access information within sources
Reading for information
Keyword and related word
identification
3.2 Access information within sources
Table of contents, index, searching within databases (2, 3), etc.
Big6 #4: Use of Information
4.1 Read, engage, hear, view, etc.
4.2 Take out needed information
Citation Machine
Types of Note Taking
Citation
Summary
Paraphrase
Quotation
Stripling, Barbara K. and Pitts, Judy M. Brainstorms and Blueprints: Teaching
Library Research as a Thinking Process. Englewood, CO: Libraries Unlimited,
1988, p. 116. Used with permission.

10
Treasure Map Analogy Trash‐n‐treasure note taking
Electronic note taking
Big6 #5: Synthesis
“The notion that young people would
critically and creatively process the
information they find is perhaps the core
of the information search process.”
—Loertscher & Woolls, 1999.
Cautionary Statement of the Day
Final product should…

11
Transferable Skills
Image licensed from Cartoonbank.com, 2008.
Composition
1. Literary forms: Story, poem, myth, fable, tall
tale, limerick, or play about his or her notable
inventor including…
2. Information from knowledge level questions
3. Thoughtful responses tog p
higher-level questions
4. Turn in all notes
and drafts
TAKS Skills
Facts about their topic (included
each time);
Cause and effect relationships;
Problem and solution;;
Compare and contrast;
Characters’ opinions;
Logical sequence;
Generalizations; and
Logical conclusions.
Breaking News…
Big6 #6: Evaluation
Costa & Kallick (1992, p. 280)
If Minds Matter

12
Plan a presentation…
that motivates
teachers to want to
collaborate using
Big6 with youBig6 with you.
“Education is what survives when
what has been learned
has been forgotten.”
-B. F. Skinner
bjansen@sasaustin.org
library.sasaustin.org
http://bjansen.edublogs.org/presentations/

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