Big6™ Basics
WebinarBig6™ Basics Webinar
Agenda:1. Introduction – setting the scene
2. The Big6
3. Exercises
4. Big6 in Context
5. Summary and Conclusion

www.big6.org

All Big6 resources available from:

Linworth 800-786-5017
linworth@linworthpublishing.com

Ground Rules
1. First time for all of us – patience,
please!
2. One-way audio and graphics;
group chat.
3. Content questions – post in Q&A
section. Will pause every 10
minutes for questions.
4. Technical questions: please call• (866) 229-3239

Why this is important…

Information Literacy

The new“basics” of thest
21 century

Information Literacy“To be information literate, a person
must be able to recognize when
information is needed and have theability to locate, evaluate, and use
effectively the needed information.”
American Library Association, 1989

Survey of Valued Skills
Fall 2001
65.5• Problem Solving• Information Use• Speaking• Independent Work• Technology• Group Work• Writing• Reading

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1-Yr Grads

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10-Yr Grads

Complied from annual surveys by UW Office of Educational Assessment,www.washington.edu/oea/reports/student_alumni_surveys.html

The Big6 Skills™

1.
1. Task
Task Definition
Definition
2.
2. Info
Info Seeking
Seeking Strategies
Strategies3.
3. Location
Location && Access
Access4.
4. UseUse ofof Information
Information
5.
5. SynthesisSynthesis
6.
6. Evaluation
Evaluation

Big6™ Basics Webinar
Agenda:1. Introduction – setting the scene
2. The Big6
3. Exercises
4. Big6 in Context
5. Summary and Conclusion

Two questions to consider…
What are the skills students need
to be successful in yourclassroom?
What are the most important skills
students need to be successful inthe 21st Century?

The Big6™ Skills
Basic Themes:– The Big6 Skills Approach is a general approach
to information problem-solving that can be applied
to any information problem-solving situation.
– The Big6 Skills Approach is ideal for integrating
information and technology skills into all
curriculum areas.

The Big6™ Skills
Basic Themes: continued– The Big6 Skills Approach is an
information problem-solving process.
– The Big6 Skills Approach operates onboth general and specific levels.
– The Big6 Skills Approach is a criticalthinking skills hierarchy.

The Big6™ Skills
Basic Themes: continued– The Big6 Skills Approach is not alinear, step-by-step process.
– The Big6 Skills Approach istransferable.
– The Big6 Skills Approach does notrequire all students to do things
exactly the same way.

Stage 11 Task Definition
1.1 Define the information problem
1.2 Identify information needed

Here are some things students can do tocomplete Task Definition 1.1 successfully:• Look up words you don’t understand in thedictionary.
• Rewrite the task in your own words, and confirm
that you are correct with your teacher.
• Ask another student who is also working on theassignment for help.
• Write a question about what you don’tunderstand.
• Pick out the key words in the assignment.

Some key words often found in tasks,assignments and questions are:– Analyze = Divide the topic into parts. Tell how each part is related to thetopic. Also, tell how each part is related to the part that comes before andthe part that comes after.
– Assess= Rate or evaluate something.
– Compare = Tell how things are the same and different.
– Contrast = Tell how things are different.
– Define= Explain what it means.
– Describe = Tell using details.
– Discuss= Determine what the different sides are and tell aboutthem. Discuss is similar to describe.
– Explain= Clearly tell the details about something, or the reason orcauses for something.
– Relate= Tell how things are connected, what they have in common.
– Summarize = Present your information in as few words as possible, andin your own words.

Here are some things students can do tocomplete Task Definition 1.2 successfully:• Don’t begin to work on your assignment until you
have a clear understanding of what you aresupposed to do.
• Ask your teacher or a friend to help clarify thekind of information you need.
• Identify what you know and what you need toknow.
• Think about and decide on the appropriatetechnology needed to complete the task.
• Identify and record key words for searching.

Stage 2
2 Information Seeking Strategies
2.1 Determine all possible sources
2.2 Select the best sources

Here are some things students can do to complete
Information Seeking Strategies 2.1 successfully:
••
•
•
•

Ask your library media specialist for help.
Brainstorm a list of potential sources.
Talk with your school librarian about the subscription databases
available in the library.
Learn the differences between primary and secondary sources.
Consult a chart of potential sources:

Here are some things you can do to complete
Information Seeking Strategies 2.2 successfully:• Prioritize your list of brainstormed sources using
criteria such as:– Availability
FormatPoints of View
– Readability
Accuracy
Bias Ease of Use– Length
Authority
Prejudice• Remember that information can be gathered frommany sources, including investigation, observationand people.
• Carefully examine the source to determine if it islikely to provide quality information to meet yourtask.

Stage 3
3 Location and Access3.1 Locate sources(intellectually & physically)
3.2 Find information within sources

Here are some things students can do to complete
Access & Location 3.1 successfully:• Ask your school librarian for help.
• Use the OPAC (online pubic access catalog)• Use search engine strategies to find online
information.
• Be sure to use appropriate Internet searchstrategies such as phrase, Boolean, keyword,and truncation.
• Go to the public library.
• Contact experts.

Here are some things students can do to complete
Location & Access 3.2 successfully:• Look for typographical aids or signals such as
bold headings for each section in a chapter, keywords or boldface or italic type, information in themargins.
• There maybe special sections in the book suchas table of contents, glossary, series of maps,tables or charts, index, appendices, orillustrations.
• Keywords from the assignment may give clues tosearch for in the index or table of contents.

Stage 44 Use of Information
4.1 Engage(ex. read, hear, view, touch)
4.2 Extract relevant information

Here are some things students can do to complete
Use of Information 4.1 successfully:•••

Skim or scan the information.
Read, view, and or listen carefully to acquire information.
Distinguish between facts and opinions.

Here are some things students can do to complete
Use of Information 4.2 successfully:
••
•
•
•

Highlight or underline the main-idea sentences or phrases, thesis
statement, supporting evidence and key words.
Take accurate and complete notes.
When taking notes, be sure to always note the page number ofthe source of the information.
Use exact quotations, or summarize the author's ideas.
Copy and paste text and graphics into word processing and otherdocuments.

Stage 5
5 Synthesis
5.1 Organize from multiple sources
5.2 Present the information

Here are some things students can do tocomplete Synthesis 5.1 successfully:• Read your notes and rewrite them in your own
words.
• Be sure to always note the page number or otherway to find the information in your source.
• Be sure to note direct quotes from the source byusing quotation marks.
• Think about the best way to present yourinformation to finish the assignment.
• Think about how you would want the information
given to you.
• Edit/revise/rehearse products so that theyclearly communicate information and newknowledge.

Stage 6
6 Evaluation
6.1 Judge the product(effectiveness)
6.2 Judge the process(efficiency)

Here are some things students can do tocomplete Evaluation 6.1 successfully:•••

Make sure your work is complete and that you answered/did allparts of the task.
Ask someone who has done well on similar tasks to review yourproject/product.
Create a preview version for comments before the deadline.

Here are some things students can do tocomplete Evaluation 6.2 successfully:• Consider how well you managed your time.
• Break down larger steps into smaller ones.
• Reflect on how the Big6 approach was used in
the research process.
• Think about which of the Big6 Skills you weregood at and with which you needed help.
• Decide on which part of the assignment waseasiest and which was most difficult.
• Determine when it is best to ask for help.

Three minute pause: Summarize key points.
 Add your own thoughts.
 Pose clarifying
questions.

Overview:
The Big6 Approach• A Six Stage Process• Plan - Do - ReviewPlanning Stages• Task Definition– What is the “Big question”
you must answer?
– What info do you need tocomplete task
• Information Seeking Strategy– What are possible sources ofinfo– Which sources are best

Doing Stages• Location and Access– Where are the resources located?
– How do I access information in the resources• Use of Information– Engage the information– Extract the information• Synthesis– Organize the ideas & information– Present

Reviewing Stage•

Evaluation– Product– Process

The Big6 Stage-byStage• Task Definition• Information Seeking Strategies• Location and Access• Use of Information• Synthesis• Evaluation

It’s about

Process

Task Definition

What is the problem to be solved or decision to be made?
Information Seeking Strategies

What are the best possible sources of information?
Location and Access

Where are these sources and the information in eachsource?
Use of Information

What information does the source provide?
Synthesis

How should I organize and present my product?
Evaluation

Was the problem solved or decision made?

Big6™ Basics Webinar
Agenda:1. Introduction – setting the scene
2. The Big6
3. Exercises
4. Big6 in Context
5. Summary and Conclusion

p. 6

p. 7

p. 8

p. 9

p. 10

Big6™ Basics Webinar
Agenda:1. Introduction – setting the scene
2. The Big6
3. Exercises
4. Big6 in Context
5. Summary and Conclusion

Learning does not happen bychance… it has to be carefully
thought out and planned.

The Big6 Approach

TheBig6
Big6
The

LEARNING

Process Learning Content

Curriculum
CurriculumContext•#1 - the process• Not isolated skills; within a problem-solving
process (e.g., the Big6)•#2 - technology in context• not isolated technologies; within a problemsolving process (e.g., the Big6)•#3 - curriculum• connected to assignments• standards• state tests

Curriculum Context
Looking for “Big Juicies”• Important curriculum units:• have a longer duration• reach many students• involve a report, project, orproduct• use multiple resources• involve a range of teaching
methods

The Big6

GRTchr

Unit

Subject

Assignment

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Big6 Skills by Unit Matrix

123456Tech/Standards/Notes

Elementary p. 160
The Big6

Elementary School Example

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Skills by Unit Matrix

GRTchr

Unit

Subject

Assignment

M_Per

1

2

3

45600-00

LIE

ColorsLAworksheet

1234

Xxx

X

X

X process

01-01

REB

ABC book

LAproductx2xx

Xxx01-01

MAB

Whole/PartsMath

worksheetx2xx

03-03

RDY

Community

SSproject

x2xx

03-03

RDYPlanets

Sci

project

xx3x

03-04

CAL

Simple Machines

Sciproducts

1xxx

03-04

CAL

GraphsMathproduct

xxx4

06-06

SEW

Current Events

SSreport

1234

06-06

SEW

Native Americans Iroquois

SStestx2xx

X

X use of worksheets
xxx

X

X

x

X

emphasize TD and Synthesis

X
X

X

introduce the Super3 and overall

X

Brainstorm and narrow - hit hard!

X

fun project, could use more timeX

different products

X

X

presentation in different formats

X

X

X all year long - can hit all Big6XX

X process

X
X

Comments

emphasizes the output side of theMiddle p. 161
GRTchr

Unit

SubjectAssignment

QTR

12345606-06

SEW

Current Events

SSreport1234

X

X

X

X

X

X All year long - can hit all Big606-06

ARB

PoetryEnglishshort written
assignment

xxx4

X

X

- reading powems; #5/6 X #4
writing good poetry

07-07

SLJGraphs

Mathproductx2xx

X

X

07-07

TCH

RecyclingSS

product

x23x

-X

08-08

HJW

Map Skills

SSworksheet

1xxx

08-08

TMJ

NoiseSci

written reportx2xxx

X

X

07-08

CER

Diet and Nutrition

Healthposters

1x3x

X

X

-07-08CER

Tobacco andSmoking`Healthtest

1x3x

X

X

X

XX

Comments

Types of graphs and spreadsheet
software.
-X

lots of technology
use of maps

Xxbuild on gr 7, technology-Xx

Health reaches all stduents;
repeats two times a year.

X

X

teacher, test-taking
X Cooperative
strategies & the Big6.

Secondary p. 162
GR

Tchr

Unit

Subject

Assignment

M_Per

123

4

5

6

07-07

TCH

RecyclingSS

product

x23x

X

X

XxX

x

08-08

HJW

Map Skills

SSworksheet

1xxx

08-08

TMJ

NoiseSci

written report

x2xx

x

X

X

X

x

09-12

CER

Diet & Nutrition

Healthposters

1x3x

X

X

xx

X

x

09-12

CER

Tobacco &Smoking

Healthtest

1x3x

X

X

X

X

09-12

CER

Drugs

Healthproduct

x2x4

X

xx

X

11-12

CJC

Catcher in the Rye

LAreport

xx3x

11-12

BDE

Supply & DemandSS

obs/swa

xx3x

X

x

X

xx

X

X

X

X

Sample Skills by Unit Matrix: Mr. Hancock p. 163
The Big6
Unit

Subject

Assignment

M_Per

Pers

12

Spelling

Language Arts

Test

1234

40

State History

Social Studies

Written Report

12xx30X

Geography

Social Studies

Maps, Product

1x3x

20

X

Listening Skills

Language Arts

Test

1xxx

10X

Personal Hygiene

HealthAds, Product

1xxx

15

X

Letter Writing

Language Arts

Product1xxx

15

X

Food Groups

Health

Product (chart,posters, ads)

x2xx

15

X

Multiplication
Tables-10s

Math

Test

x2xx

20

Structure of Plants

ScienceExperiment, Test

xx34

20

Rocks and Minerals

Science

Worksheet, Test

xx3x

20

X

X

MetricMeasurements

Math

Test

xx3x

20

X

X

Deserts/Life,
WeatherSocialStudies/Science

Written and Oral
Reportxx3x30X

X

Mixed Numbers

MathWorksheet

xx3x

20

X

3X

45Xx

X

X

6XX
Xx

X

Xx

X

X

X

X
x

X

X

X

Social Studies Department p. 164
The Big6GRTchr

Unit

SubjectAssignment

M_Per1234569Sullivan

Latin America

Social Studies

Test

1xxx

Xxx

x

X

X

9Sullivan

Northern Africa

Social Studies

Test, Report

x2xx

X

X

X

9Sullivan

India

Social Studies

Maps, Productxx3x

10RyanWW I

Social Studies

Test

1xxx

10RyanBetween the Wars

Social Studies

Test, Short Written
Assignment

12xx

10

Ryan

WW II

Social Studies

Project, Test

x2xx

10RyanCold WarSocial Studies

Testxx3x

10RyanVietnamSocial Studies

Oral Reportxx3411Rossini

Colonization ofWestern Hem.

Social Studies

Test

1xxx

11

Rossini

Civil WarSocial Studies

Report, Projectxx3x

11JacksonConstitution

Social Studies

Written and Oral
Reportx2xx

11JacksonCivil WarSocial Studies

Testxx3x12Petruso

Street Law

Social Studies

Projectxxx4

12

Valesky

Stock Market

Social Studies

Projext

1234

x

X
X

X
X
X

X

xx

X
x

x

X

X

X

x

X

X

X
X

X

X

X
X
X

X

X
X

x

x

X

Big6™ Basics Webinar
Agenda:1. Introduction – setting the scene
2. The Big6
3. Exercises
4. Big6 in Context
5. Summary and Conclusion

Why Big6?
• Matches State Standards & Districtlearning goals and objectives• Provides consistent Information &Technology Skills instruction K-12
• Focus on process as well as content• The information problem-solving
process: INFORMATION LITERACYBig6 makes adifference!
• promotes quality learning experiences.
• promotes knowledge use, creation andproduction.
• promotes guided inquiry.
• incorporates HOTS - higher order thinking skills.
• helps students build knowledge.
• moves students beyond access & location toconstruction and assessment.
• keeps students engaged with ideas.
• gives students life-long learning intellectual tools.
• teaches students to be good researchers.
• helps students manage information.

Summary - The Big6
• Essential skills.
• A model of the information
problem-solving process.
• Simple…but not really.
• Widely applicable.
• Easy to implement.
• Powerful.

The Conclusion

Think
Big(6)!

www.big6.org

All Big6 resources available from:

Linworth 800-786-5017
linworth@linworthpublishing.com

Thanks forparticipating in thisBig6™ Webinar
Mike & Bob