Can the Big6 still help your students keep up with their information needs in a 2.0 digital world? In the world of Web and libraries 2.0, is the Big6 still viable? How have you integrated Web 2.0 tools into the Big6? Are you using blogs and wikis as part of the search process leading up to the final (Big6 1-4) product? Are you having students use these tools to present their results and evaluate their process (Big6 5 and 6)?
In discussions on LM_NET, I haven’t heard much about using an information search process with students. I am interested in how you are using, or why you are not using, the Big6 as a framework for students to interact with information and communications technology skills in a 2.0 environment. Here are the Big6 steps in case you need a review.
8 responses so far ↓
1
Betsy Ruffin
// Jul 20, 2008 at 6:22 pm
I certainly think the Big 6 is still viable and still needed. I didn’t use it much last year due to fruit-basket-turnover in our district including campus change for me and major library changes. This year I hope to get back to collaborative teaching more, including teaching students the Big 6.
The process gives a good, simple, clear introduction to the research process, something our students need to know and practice.
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Deb Waugh
// Jul 20, 2008 at 7:31 pm
The components of the Big6 are so basic to instruction for information skills that I think we will always use them. It’s possible that one reason we never hear much about the Big6 any more is because is has become imbedded in our culture as teacher-librarians.
In reviewing Meredith Farkas’ blog for a definition of libraries 2.0 I see two areas I am focusing on currently: Giving users a role in decision making, and getting rid of the culture of perfect.
I want to involve my students in the use of Web 2.0 as much as possible given the filtering restrictions that are necessary in a school setting.
And so…I am planning an Internet Safety unit at my school this year where students will work in a small group with their only directive being to gather some information about a specific area of Internet safety, select a point of view and gather the information to support it, and be prepared to present it to the large group when the unit concludes.
The groups will then need to “define their task” by narrowing down what specific part of Internet safety they want to research, and do an initial analysis of what information they might need.
I’ll provide a list of recommended sources from news agencies, books, iSafe videos, experts, and so on. The groups are also welcome to find additional sources of information and may choose to look for information on blogs from their home computers. (Brainstorm possible sources and select the best sources; locate sources and find information within sources.)
I think you can gather from that much description that they will go through the remaining Big6 steps, and notably will judge their own results and the results of other groups during the final discussion.
This will move me out of my comfort zone of teaching library and Internet info with PowerPoint and worksheets, but that is part of libraries 2.0.
BTW, I need to give credit for my Internet safety plan structure to the librarian who referred me to the excellent lesson at http://muhsd-moodle.muhsd.k12.ca.us/course/view.php?id=46.
I apologize for not being able to find your name right now.
Deb Waugh
3
Sherri Kilby
// Jul 20, 2008 at 9:12 pm
I use the Super 3 in first and second grade research projects so by the time I introduce the Big 6 to my third graders they have a good background and it is easy to transition. I love the Big 6 model and use it for all of my projects and have encouraged my teachers to use it in the classroom as much as possible. It organizes the process of completing a task (not just research) in steps that are easy to follow. I will continue to use it no matter what is “popular” because it is great for elementary.
My third grade unit takes the longest to teach since I am introducing the BIG 6 within a research project, but once we’ve completed the unit my students know the process so we can just use it the rest of the year and in 4-5th grade.
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Sherri Kilby
// Jul 20, 2008 at 9:23 pm
I just posted a comment and realized that I didn’t really answer the question you posted so I’m adding another comment!
I integrate my projects with the teachers’ curriculum and we collaborate with the technology facilitator so we pull as much technology into our Big 6 projects as we can, but we are not using wikis and blogs too much. We did used them with the fifth graders once or twice last year–we have just learned about them ourselves and are taking that slowly.
5
Mary Woodard
// Jul 22, 2008 at 11:29 am
Whether it is the Big6 or McKenzie’s Research Cycle (which is what we use in my district), an information search process is definitely a requirement in the 21st century.
The “gee-whiz” factor causes new web 2.0 tools to get much of the attention these days, but without a search process behind the use of those tools, they become just glitz, covering up a lack of content.
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Rachael Taylor
// Jul 22, 2008 at 3:59 pm
I have never used the Big 6, but I plan to start. I interviewed for a library position this summer, and lack of knowledge of the Big 6 kept me from getting the job.
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bjansen
// Jul 23, 2008 at 10:45 am
Thanks for these insightful comments. I do believe that an information search process is critical, especially now, and 2.0 tools do fit into appropriate steps, no matter which you are using. I asked about the Big6 since it is the most popular, and of course, because of my long involvement with it.
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Marsha Whitmoe
// Jul 27, 2008 at 2:20 pm
Big 6 is our district model for reserch and problem solving. Unfortunately too many teachers and sad to say even librarians ignore it. I will be working specifically with third graders on Hirstory Fair this year and we will DEFINITELY be using Big 6 as they explore their topics with library 2.0 tools. Intellectually, the process is the same even if the “tools” and the “locations” of the information have changed! Thanks for bringing this up Barbara!
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