Information Literacy Using the Big6 Model

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Information Literacy Using the Big6 Model by Mind Map: Information Literacy Using the Big6 Model

1. Unit Activities

1.1. 1. Task Definition

1.1.1. Identify the topic.

1.1.2. Brainstorm a list of questions you want to answer.

1.1.2.1. Use online mindmapping tools such as SpiderScribe: http://www.spiderscribe.net/ Popplet: http://popplet.com/ bubbl.us: https://bubbl.us/

1.1.3. Write a purpose statement.

1.2. 2. Information Seeking Strategies

1.2.1. Compile a list of sources you can use.

1.2.1.1. Compile relevant sources in one place using tools such as iGoogle: http://www.google.com/ig Diigo: http://www.diigo.com Scoop.it!: http://www.scoop.it/ Netvibes: http://www.netvibes.com/en Symbaloo: http://www.symbaloo.com/

1.2.2. Prioritize their relevance and create citations for ones you intend to use.

1.3. 3. Location and Access

1.3.1. Search Safari (OPAC) to find print resources to help with your research.

1.3.2. Understand how to use GALILEO databases and search engines to find what you need and evaluate the website before taking notes.

1.3.2.1. The C.A.R.S. evaluation method can be applied.

1.3.3. Keep a running list of web sources you are using for access later.

1.3.3.1. Tools you can use to keep a list of web sources: Diigo: www.diigo.com Livebinders: http://www.livebinders.com/ Jog the Web: http://www.jogtheweb.com/

1.4. 4. Use of Information

1.4.1. Use Trash-n-Treasure method to take notes.

1.4.1.1. Trash-n-Treasure 1. Find the selection that you think will answer your question. 2. Read the first sentence. Does it answer or help answer the question? If not, go to the next sentence because 1st sentence is "trash." If it does answer the question, look at words and phrases. Ask yourself, "Which of these words and phrases answer my question?" Those words and phrases are the "treasures." 3. Record the "treasure" words. 4. Go to the next sentence and repeat #s 2 and 3. Do this until the section is finished (Jansen, 2002).

1.4.1.1.1. Tools to use for taking notes individually and collaboratively: Scriblink: http://www.scriblink.com/ Scribblar: http://www.scribblar.com/ Stixy: http://www.stixy.com/ Google Docs (now via Google Drive): https://drive.google.com/start?authuser=0#home TypeWithMe: http://typewith.me/ Zoho Writer: https://writer.zoho.com/home?serviceurl=%2Findex.do

1.4.2. As you gather information, be sure to cite your sources as you go.

1.4.2.1. EasyBib http://www.easybib.com/ is a good source to help with MLA citations. Be sure to double check for accuracy.

1.5. 5. Synthesis

1.5.1. Organize/compile notes logically and prepare a presentation.

1.5.1.1. Consider using an alternative format for your presentation: SlideRocket: http://www.sliderocket.com/ authorSTREAM: http://www.authorstream.com/ Prezi: http://prezi.com/ Animoto: http://animoto.com/ YouTube: http://www.youtube.com/ Blog: http://edublogs.org/ Website: http://www.weebly.com/ Timeline: http://www.dipity.com/ or http://www.timetoast.com/ Empressr: http://www.empressr.com/

1.5.2. Present your project to the class.

1.6. 6. Evaluation

1.6.1. Make a list of what you liked about your project and what was easy.

1.6.2. Make a list of what you struggled with and what you think you could do better.

1.6.3. Evaluate your performance based on a rubric.

1.6.3.1. Rubistar is an online rubric generator you can use. http://rubistar.4teachers.org/

2. Objectives

2.1. Students will build confidence by breaking assignment into manageable parts.

2.2. Students will seek and assess information using Big6.

2.3. Students will use and assemble relevant, credible information to make decisions and/or solve a problem.

2.4. Students will properly cite sources.

2.5. Students will demonstrate new understanding by organizing information and constructing a final product to be shared with others.

2.6. Students will self-assess their work both before and after they submit it for a grade.

3. Standards

3.1. CCGPS

3.1.1. ELA 7th Grade

3.1.1.1. CC.7.SL.1.d Comprehension and Collaboration: Acknowledge new information expressed by others and, when warranted, modify their own views.

3.1.1.2. CC.7.SL.2 Comprehension and Collaboration: Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

3.1.1.3. CC.7.SL.5 Presentation of Knowledge and Ideas: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

3.1.1.4. CC.7.W.1.b Text Types and Purposes: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

3.1.1.5. CC.7.W.6 Production and Distribution of Writing: Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

3.1.1.6. CC.7.W.7 Research to Build and Present Knowledge: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

3.1.1.7. CC.7.W.8 Research to Build and Present Knowledge: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

3.1.2. ELA 8th Grade

3.1.2.1. CC.8.SL.1.d Comprehension and Collaboration: Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

3.1.2.2. CC.8.SL.2 Comprehension and Collaboration: Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation

3.1.2.3. CC.8.SL.4 Presentation of Knowledge and Ideas: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

3.1.2.4. CC.8.SL.5 Presentation of Knowledge and Ideas: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

3.1.2.5. CC.8.W.1.b Text Types and Purposes: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

3.1.2.6. CC.8.W.2.a Text Types and Purposes: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

3.1.2.7. CC.8.W.2.b Text Types and Purposes: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

3.1.2.8. CC.8.W.6 Production and Distribution of Writing: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

3.1.2.9. CC.8.W.7 Research to Build and Present Knowledge: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

3.1.2.10. CC.8.W.8 Research to Build and Present Knowledge: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

3.1.3. Writing (Social Studies/History, Science, Technical Subjects) 6-8

3.1.3.1. CC6-8WH/SS/S/TS1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

3.1.3.2. CC6-8WH/SS/S/TS2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

3.1.3.3. CC6-8WH/SS/S/TS6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

3.1.3.4. CC6-8WH/SS/S/TS7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

3.1.3.5. CC6-8WH/SS/S/TS8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

3.1.4. Reading (Social Studies/History) 6-8

3.1.4.1. CC6-8RH/SS2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

3.2. AASL

3.2.1. Step 1

3.2.1.1. 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.

3.2.2. Step 2

3.2.2.1. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.

3.2.3. Step 3

3.2.3.1. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1.3.2 Seek divergent perspectives during information gathering and assessment.

3.2.4. Step 4

3.2.4.1. 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. 2.1.1 Apply critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge. 1.3.3 Follow ethical and legal guidelines in gathering and using information.

3.2.5. Step 5

3.2.5.1. 2.1.4 Use technology and other information tools to analyze and organize information. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.

3.2.6. Step 6

3.2.6.1. 3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future. 3.4.2 Assess the quality and effectiveness of the learning product.

3.3. ISTE | NETS

3.3.1. Step 1

3.3.1.1. 3a Plan strategies to guide inquiry 4a Identify and define authentic problems and significant questions for investigation 4b Plan and manage activities to develop a solution or complete a project

3.3.2. Step 2

3.3.2.1. 3c Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

3.3.3. Step 3

3.3.3.1. 3b Locate, evaluate, synthesize, and ethically use information from a variety of sources and media.

3.3.4. Step 4

3.3.4.1. 4c Collect and analyze data to identify solutions and/or make informed decisions. 5a Advocate and practice safe, legal, and responsible use of information and technology.

3.3.5. Step 5

3.3.5.1. 2a Interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media. 2b Communicate information and ideas effectively to multiple audiences using a variety of media and formats.

3.3.6. Step 6

3.3.6.1. 1a Apply existing knowledge to generate new ideas, products, or processes. 5b Exhibit a positive attitude toward using technology that supports collaboration, learning and productivity.

4. References

5. Stage 1: Task Definition

5.1. 1.1 Define the information problem.

5.2. 1.2 Identify information needed.

5.3. Q: What else do you want to learn?

6. Stage 2: Information Seeking Strategies

6.1. 2.1 Determine all possible sources.

6.2. 2.2 Select the best sources.

6.3. Q: Which resources can you use?

7. Stage 3: Location and Access

7.1. 3.1 Locate sources (intellectually and physically).

7.2. 3.2 Find information within sources.

7.3. Q: Where can you find information and how will you get it?

8. Stage 4: Use of Information

8.1. 4.1 Engage (e.g., read, hear, view, touch)

8.2. 4.2 Extract relevant information.

8.3. Q: Which information should you use? How should you organize the information?

9. Stage 5: Synthesis

9.1. 5.1 Organize from multiple sources

9.2. 5.2 Present the information.

9.3. Q: How should you share what you learned?

10. Step 6: Evaluation

10.1. 6.1 Judge the product (effectiveness)

10.2. 6.2 Judge the process (efficiency)

10.3. Q: What did you like about your project? What was easy; what was hard? Reviewing each step of the process, comment on what went well and what could be changed to make it better.

11. What is it?

11.1. Six-stage model to help anyone solve problems or make decisions by using information

11.2. Also referred to as information literacy, information communication, or ICT skills

11.3. Not necessary to complete 6 stages in order. People go through these stages when filtering information and solving problems, both consciously and subconsciously.

12. Additional Resources

12.1. Super3

12.1.1. Plan, Do, Review

12.1.2. Super 3 Dinosaurs

12.2. Big6 Planning Form