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Transcript of © M. Eisenberg 2004 Permission is granted to use Big6 for educational, non-profit instruction...
![Page 1: © M. Eisenberg 2004 Permission is granted to use Big6 for educational, non-profit instruction provided that Mike Eisenberg and Bob Berkowitz are duly recognized.](https://reader038.fdocuments.in/reader038/viewer/2022102900/551a5004550346cb358b5bbd/html5/thumbnails/1.jpg)
© M. Eisenberg 2004
Permission is granted to use Big6 for educational, non-profit instruction
provided that Mike Eisenberg and Bob Berkowitz are duly recognized as Big6 co-authors. Permission is not granted for commercial use. This means you
may not charge a fee for anything that has the Big6 or Big6 Skills printed on it.
The “Big6™” is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more on Big6, visit:
www.big6.org
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© M. Eisenberg 2004
Introducing
Information Problem-Solving
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© M. Eisenberg 2004
1
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ForLan
gArts
Scien
ce
Enviro
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Quant
Divers
ity
NonMaj
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AcadM
ajor
Readin
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Writ
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GroupW
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Technol
Indep
Wrk
Speaki
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Info
Use
ProbSolv
Freshmen Transfers Seniors 1-Yr Grads 5-Yr Grads 10-Yr Grads
Survey of Valued SkillsFall 2001
www.washington.edu/oea/9811.htm
• Problem Solving• Information Use• Speaking• Independent Work• Technology• Group Work• Writing• Reading
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© M. Eisenberg 2004
IPS Example Assignment
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© M. Eisenberg 2004
Information Age-Problems
• Information overload
• Information quality
• Student lack of information & technology skills
• Technology out of context
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© M. Eisenberg 2004
“More new information has been produced in the last 30 years than in the
previous 5,000.”
(Source: Large, P., The Micro Revolution, Revisited, 1984)
Information Overload (1980’s)
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© M. Eisenberg 2004
Today, a daily New York Times has more printed information in it than a
person would come across in an entire lifetime in the
17th Century.David Lewis “Introduction to Dying for Information,”
www.reuters.com/rbb/research/dfiforframe.htm, 1996
Information Overload (1990’s)
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© M. Eisenberg 2004
Information Overload(2000’s)
• “While the internet may offer more than 110 billion sites, finding relevant data at the right time has turned into the modern-day quest for the Holy Grail.”
Brynko, Barbara. "The power of the semantic web. " Information Today. 27.5 (May
2010): 10(1).
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© M. Eisenberg 2004
The Solution?
• Speed things up?
• Pack in more and more content?
• Add more technology?
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© M. Eisenberg 2004
Alternative Solution
• To become discriminating users of information.
• To learn to use essential information & technology skills in context.
• To become a master information problem-solver.
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© M. Eisenberg 2004
Quality
• “More than ⅔ of teens said within the last year that they used the Internet as their major resource when doing a big project for school…”
Lester, Will, “High School Students Love Net For Research,”
Syracuse Post Standard, 8/21/01 (from AP)
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© M. Eisenberg 2004
In a study of 500 sites used by Colorado high school students to do research, only 27% of the sites were judged to be reliable
for academic research!
Colhoun, Alexander. "But - - I Found It on the Internet!" Christian Science Monitor. 25 April 2000: 16.
Ebersol, Samuel, “Uses and Gratifications of the Web among Students,” Journal of Computer-Mediated Communication, 6(1): September 2000, www.ascusc.org/jcmc/vol6/issue1/ebersole.html
Quality
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© M. Eisenberg 2004
The Solution
• Discourage Web use?
• Filtering?
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© M. Eisenberg 2004
Alternate Solution: Information Literacy
• Helping students to be discriminating users of information
• Helping students learn to use essential information & technology skills in context
• The Big6™
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© M. Eisenberg 2004
Information Literacy
• “To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.”
American Library Association, 1989
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© M. Eisenberg 2004
Big6™
• Stages for solving information problems
4 school, life, work» Handout
• Flow from beginning to end4 Beginning- what needs to be done
4 Middle- gathering and using information
4 End- creating and evaluating the product
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© M. Eisenberg 2004
1. Task Definition1. Task Definition
2. Info Seeking Strategies2. Info Seeking Strategies
3. Location & Access3. Location & Access
4. Use of Information4. Use of Information
5. Synthesis5. Synthesis
6. Evaluation6. Evaluation
Information Problem Solving:The Big6™ Skills
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© M. Eisenberg 2004
The Big™ Information Problem-Solving Process
1. Task Definition:
1.1 Define the problem.
1.2 Identify the 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).
4.2 Extract relevant information.
5. Synthesis:
5.1 Organize information from multiple sources.
5.2 Present Information.
6. Evaluation:
6.1 Judge the result (effectiveness).
6.2 Judge the process (efficiency).
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© M. Eisenberg 2004
Summary-Solutions
• Process as well as content
• Information and technology literacy
• Context-not an add-on! within the process
technology in a Big6™ context
tied to existing curriculum instruction, and assignment
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© M. Eisenberg 2004
Themes of the Big6™
1. The Big6™ can be applied in all subjects, with students of all ages, and across all grade levels (k-20).
2. The Big6™ is adaptable and flexible; it can be applied to any informational situation.
3. Technology skills take on meaning within the Big6™ process.
4. Using the Big6™ is not always a linear, step-by-step process.
5. The Big6™ process is necessary and sufficient for solving problems and completing tasks.
6. The Big6™ is an ideal approach for integrating information literacy learning with all subject are curricula at all grade levels.
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© M. Eisenberg 2004
Explaining the Big6™
• Essential information skills
• A model of the problem-solving process
• Simple…but not really
• Widely applicable
• Easy to implement
• Powerful
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© M. Eisenberg 2004
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© M. Eisenberg 2004
Task Definition
1.1 Define the problem
1.2 Identify the information needed
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© M. Eisenberg 2004
Information Seeking Strategies
2.1 Determine all possible sources
2.2 Select the best sources
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© M. Eisenberg 2004
Location & Access
3.1 Locate sources
3.2 Find information within sources
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© M. Eisenberg 2004
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© M. Eisenberg 2004
Use of Information
4.1 Engage (read, hear, view)
4.2 Extract relevant, quality information
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© M. Eisenberg 2004
Synthesis
5.1 Organize
5.2 Present
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© M. Eisenberg 2004
Evaluation
6.1 Judge the result
6.2 Judge the process
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© M. Eisenberg 2004
Implementation• Foundation: the information problem-
solving process (the Big6™)
• Context: real needs in real situations• school, life, work
• assignments: papers, reports, projects
• Approach:• Coordination→cooperation→collaboration
• Teachers, administrators, library media specialists, parents, community members
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© M. Eisenberg 2004
Implementation
• Partnership:• School and classroom wide
• Classroom teachers
• Library and information specialists
• Technology teachers
• Administrative and curriculum coordinators
• Parents
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© M. Eisenberg 2004
Big6™ Activities
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© M. Eisenberg 2004
www.big6.org
Evaluations