Group+2

=Big6 InfoEbscoHost=

Madeline, Allison & Jamie

Keyword: Big6 AND Research We limited databases to only educationally-based databases


 * Darrow, Rob. "Evaluating… Anything and Everything!."** __Library Media Connection__ 24.3 (Nov. 2005): 26-26. __Professional Development Collection__. EBSCO. [Library name], [City], [State abbreviation]. 30 July 2009 [].

This article reports that the Big6™, the most widely used approach to information problem-solving in the world, can be easily applied to any real-life, information-based situation. This is self-evident and understood by adults, but not necessarily by kids. However, when children learn the connection between the Big6 and real-life situations, they gain special insights and skills into information problem-solving, particularly Evaluation. The final stage of the Big6 is Evaluation--judging the product and the process. Teachers are great at putting together scoring guides and rubrics, or determining grades on assignments. On occasion, they even have students review each other's writing assignments. However, they rarely have students judge the process they used to complete a project. Whether one teaches history, English, Spanish, art, math, or science, it is important to have students reflect on the successful parts of the process in an assignment. Whether it is a research report, completion of textbook questions, writing an essay, or performing in the band, **//evaluating//** the process causes students to engage in a better process the next time. As part of judging the process, students need to consider a few guidelines.

This digest describes an integrated approach to **//teaching//** computer skills in K-12 schools. The introductory section discusses the importance of integrating **//information//** skills into the curriculum. "**//Technology//** Skills for **//Information//** Problem Solving: A Curriculum Based on the Big6 Skills Approach" (Michael B. Eisenberg, Doug Johnson, and Robert E. Berkowitz), a curriculum guide, lists specific **//technology//** skills in the following areas: (1) task definition; (2) **//information//** seeking strategies; (3) location and access; (4) use of **//information//**; (5) synthesis; and (6) evaluation. A sidebar summarizes the Big6 skills approach to **//information//** problem solving. (Contains 52 references and suggested readings.) (MES)
 * Eisenberg, Michael B., Doug Johnson, and Syracuse ERIC Clearinghouse on Information and Technology, NY. __Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest.__ ,** . __ERIC__. EBSCO. [Library name], [City], [State abbreviation]. 30 July 2009 [].

[] This article offers practical uses of the Big6, the most widely used approach to information problem-solving. For young learners, one of the most difficult stages of the information search process is to locate sources and find the information within each source. Teachers might assume that upper elementary students are able to locate sources, but sometimes students need instruction about how to do this important step. There are several reasons most students cannot achieve this step without extensive assistance. Due to limited time for research and students' undeveloped skill level in locating sources, putting materials on reserve and making links available is a viable alternative to having students locate the resources independently.
 * Jansen, Barbara A. "Relieving the Confusion: Location and Access Made (Relatively)Easy."**__Library Media Connection____Professional Development Collection__
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 * Junion-Metz, Gail. "Teaching the Big6."**__School Library Journal____Professional Development Collection__
 * //research//****//Big//****//6//****//Big//****//6//****//Research//****//Big//****//6//**