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Big6™ Basics: Webinar Workbook

1st Edition
Michael B. Eisenberg & Robert E. Berkowitz
May 2007“Big6™ Basics: Webinar Workbook©" is copyright (2007) Big6 Associates, LLC.
"Big6™"and "Big6 Skills™" are copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz.
For more information visit: www.big6.org.

2 of 14

Big6 Basics

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

© M. Eisenberg 2007

The Super 3
You are the main character in a story:

Beginning - Plan
Middle - Do
End - Review© M. Eisenberg 2007

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. Synthesis
Synthesis
6.
6. Evaluation
Evaluation© M. Eisenberg 2007

M. Eisenberg© 2007

3 of 14www.big6.com

The Big6™ Skills Model ofInformation Problem-Solving
1. Task Definition:
1.1
1.2
2.

Information Seeking Strategies:
2.1
2.2

3.

Engage (e.g., read, hear, view, touch).
Extract relevant information.

Synthesis:
5.1
5.2

6.

Locate sources.
Find information within sources.

Use of Information:
4.1
4.2

5.

Determine all possible sources.
Select the best sources.

Location and Access:
3.1
3.2

4.

Define the information problem.
Identify information needed.

Organize from multiple sources.
Present information.

Evaluation:
6.1 Judge the product (effectiveness).
6.2 Judge the process (efficiency).
© Eisenberg & Berkowitz, 1987

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Information Problem-Solving in School, Life, and Work Contexts

Task DefinitionInformation Seeking
Strategies

Location & Access

1st Grade Language Arts-Maria's
homework is to make an ABCbook.
 After the teacher explains theassignment, Maria decides that she
will make an ABC book based on
the topic of food. In talking withher mother, she realizes she willneed to gather lots of foods (andspellings).
 Maria decides to ask her mother forhelp in getting information about
foods. Together they realize that a
cookbook might help and thatmaybe she can find one for kids inthe library media center.
 The library media specialist helps
Maria to find a children's cookbook.

Use of Information

 Maria reads through the book tofind the names of fruits, vegetables,
and other foods. She writes eachname on a card.

Synthesis Maria uses pictures frommagazines, construction paper, andcrayons to illustrate her book. She
puts all the pages in alphabeticalorder and staples them together.
Maria practices reading her ABC
book to her mother.
 Maria decides that she likes her
book but that coming up with an
idea for the letter "X" was hard.

Evaluation

7th Grade Social Studies-Leonhas to do a social studies report(three minute oral with visualaids) on recycling.
 Leon decides to narrow the topic ofrecycling to investigate ways ofrecycling tires.

10th Grade Math-Joanne is working
on probability homework
prOblems. She missed two days ofschool this week.
 Joanne realizes that because she
missed school, she doesn't reallyknow how to do the problems
assigned.

 Leon talks to the school library
media specialist about his idea. She
suggests using CD-ROM magazine
indexes and searching the World
Wide Web as two good sources.

 Joanne asks her older brother what
she should do. He asks what theteacher relies on most-thetextbook or class notes. Joannesays that the class notes are mostimportant.
 Joanne calls her friend Tonya andarranges to go over to her house tolook over her notes.

 Leon searches using theMagazine.Articles Summaries
CD-ROM and also searches theWorld Wide Web using Yahoo.
 Leon reads the articles on thescreen and is able to cut and paste
directly into his word processor.

 He practices his presentation. He
makes a few changes in order to be
more specific about the benefits ofrecycling tires.

 Leon reviews his draft and realizes
he has plenty of specificinformation on recycling tires butneeds to add more general
information about recycling in theintroduction.

 Tonya explains how the notes areorganized and shows Joanne thepages that specifically relate to thehomework. Joanne copies Tonya's
notes.
 Joanne is able to do three of the
problems but gets stuck on theother three. She writes a note on
her homework that she needs
additional help.

 Joanne realizes that she still needs
direct information from her teacher
and arranges to come in for extra
help.

Helping With Homework

The “Big6TM” is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.org

174 The Definitive Big6tm Workshop Handbook

Information ProblemSolving Process6 of 14Developing Big6™ Understandings - Worksheet - 1
Literal Level: Identify the Big6 Skill
In the space provided, indicate which of the Big6 Skills teachers are focusing on when
they assign each of the following activities.
TDISS
L&A
UIS
E======

Task Definition
Information Seeking Strategies
Location & Access
Use of Information
Synthesis
Evaluation

When a teacher requires students to:_____ 1. determine if sources are authoritative, accurate, and comprehensive.
_____ 2. identify topics for independent study that meet individual learning needs andinterests.
_____ 3. relate literature and other creative expressions of information to personalexperiences.
_____ 4. use word processing/desktop publishing applications for assignments andprojects.
_____ 5. use a word processing program for research and expository, creative,descriptive, and reflective writing_____ 6. evaluate how the research question or problem, search strategy, resources, andinterpretation could have been expanded or modified_____ 7. organize ideas, concepts, and issues using a graphic organizer_____ 8. critique the process and identify steps which need further study, skill
development, or practice_____9. use data-gathering strategies that include summarizing, paraphrasing,comparing, and quoting_____ 10. apply search strategies to find and retrieve information via www“Big6™ Basics: Webinar Workbook©" is copyright (2007) Big6 Associates, LLC.
"Big6™"and "Big6 Skills™" are copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz.
For more information visit: www.big6.org.

7 of 14Developing Big6™ Understandings - Worksheet - 2
Interpretive Level
Curriculum Context: A social studies class has been assigned a book report. Students
are to read a biography and write a report.

Big6™ Skills

Activities
Students complete a self-assessment sheet and attach it tothe final draft of their book report.

While reading, students are required to take notes using agraphic organizer

Students go to the library to select a book to read for theirassignment.

Students are told that the library media specialist has
reserved books that are appropriate for the assignment.

Students read the assignment requirements and ask
questions to clarify the teacher’s expectations.

Students use word processing software to write their bookreport.

“Big6™ Basics: Webinar Workbook©" is copyright (2007) Big6 Associates, LLC.
"Big6™"and "Big6 Skills™" are copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz.
For more information visit: www.big6.org.

8 of 14Developing Big6™ Understandings - Worksheet - 3
Interpretive Level
Curriculum Context: Students are preparing science projects. Each student is required
to design, run and report on a simple experiment. Students are given no other directions.

Big6™ Skills

Activities
Mark uses a data table to record their findings.

Mark finds a book titled "101 Fun Experiments - Physics
Experiments with Everyday Objects" in the library andasks his teacher for help to decide which experiment torun.
Mark uses a word processing program to write his final
lab report.

Mark is confused about the assignment and asks histeacher for a list of requirements.

Mark uses the library OPAC to check on books that haveeasy-to-do science experiments.

Mark compares the time he spent on the assignment withthe Time Management - Gant Chart he prepared before
he began.

“Big6™ Basics: Webinar Workbook©" is copyright (2007) Big6 Associates, LLC.
"Big6™"and "Big6 Skills™" are copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz.
For more information visit: www.big6.org.

9 of 14Developing Big6™ Understandings - Worksheet - 4
Interpretive Level
Curriculum Context: Students in an elementary school are studying aboutneighborhoods. The teacher wants to integrate graphing and charting skills into students’projects.

Big6™ Skills

Activities
Students walk around their neighborhood and draw
examples of different types of houses they see.

Students categorize houses into three types: colonial,ranch and other. They then create a graph to show how
many houses of each kind are in their neighborhood.

Students discuss the different kinds of graphs they
recreated and how graphs help describe numerical values.

Students write a sentence or two on an index card todescribe the requirements of the assignment in their own
words.

Students decide that they would rather walk then ride abus around their neighborhood to survey nearby houses.

Students walk in groups of three around the neighborhoodin order to collect information for their graphs.

“Big6™ Basics: Webinar Workbook©" is copyright (2007) Big6 Associates, LLC.
"Big6™"and "Big6 Skills™" are copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz.
For more information visit: www.big6.org.

10 of 14

Developing Big6™ Understandings - Worksheet - 5
Applied Level
Describe an activity that relates to each of the Big6™ Skills for the following CurriculumContext.
Curriculum Context: In an Art class the teacher has students researching various artists
and how they were influenced by history. Students are required to write a formal term
paper.

Big6™ Skills

Activities

1. Task Definition
1.1 Define the problem
1.2 Identify informationneeded
2. Information Seeking
Strategies
2.1 Determine possible
sources
2.2 Select the best sources

3. Location and Access
3.1 Locate sources
3.2 Find information withinsources
4. Use of Information
4.1 Engage (e.g., read, hear,view)
4.2 Extract relevant
information
5. Synthesis
5.1 Organize informationfrom multiple sources
5.2 Present the information
6. Evaluation
6.1 Judge the product(effectiveness)
6.2 Judge the problemsolving process (efficiency)“Big6™ Basics: Webinar Workbook©" is copyright (2007) Big6 Associates, LLC.
"Big6™"and "Big6 Skills™" are copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz.
For more information visit: www.big6.org.

11 of 14

The Big6

Themes of the Big6
1.

The Big6 process can be applied in all subjects, withstudents of all ages, and across all grade levels (K-20).

2.

The Big6 is an adaptable and flexible; it can be applied
to any information situation.

3.

Technology skills take on meaning within the Big6process.

4.

Using the Big6 is not always a linear, step-by-stepprocess.

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 area
curricula at all grade levels.

7.

The Big6 provides a common vocabulary for“metacognition” – that helps everyone talk about how
they learn and solve problems.
© M. Eisenberg 2006

Summary - The Big6
• Essential skills.
• A model of the information problemsolving process.
• Simple…but not really.
• Widely applicable.
• Easy to implement.
• Powerful.
© M. Eisenberg 2006

M. Eisenberg© 200712 of 14

The Big6Context#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© M. Eisenberg 2006

Curriculum Context
Looking for “Big Juicies”
Important curriculum units:• have a longer duration• reach many students• involve a report, project, or product• use multiple resources• involve a range of teaching methods© M. Eisenberg 2006

M. Eisenberg© 200713 of 14

The Big6GRTchr

Unit

Subject

Assignment

M_Per

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fosk
rm
De
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fin
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iti
non
SeLo
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in
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gtio
Stnra
U&
se
teA
gi
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es
Insfo
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Sy
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io
hensi
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salua
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Big6 Skills by Unit Matrix

123

456Comments© M. Eisenberg 2006

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Think Sheet“Big6™ Basics: Webinar Workbook©" is copyright (2007) Big6 Associates, LLC.
"Big6™"and "Big6 Skills™" are copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz.
For more information visit: www.big6.org.