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    Welcome to the Big6

    LEARN ABOUT THE BIG6!

    Literacy for All Students

    BIG6 POSTERS – BOOKMARKS – BOOKS – SUPPLIES of all KINDS!

    Click HERE for the Big6 Store

    RESEARCH: Developing Information Literacy Skills Lesson Plans Integrated into the 6th Iranian Primary Science Curriculum based On the Big6 Model

    CURRICULUM MATERIALS: Integrated Curriculum Unit & Lesson Plans for Big6 Information Literacy
    and Grade 6 Iranian Science Curriculum

    We are very excited to offer this summary report on an innovative research project by Dr. Fatima Baji from Iran on developing information literacy curriculum based on the Big6, implementing the curriculum lessons, and assessing the results. We are also pleased to post the extensive Big6-based curriculum materials in our Lessons section (see below).

    Dr. Baji is an emerging international figure in information literacy, and we are pleased that she chose to use the Big6 model and approach as the basis for her research.

    Dr. Fatima Baji is a lecturer in the Department of Library and Information Science at the Ahvaz JundiShapur University of Medical Sciences, Ira n where she has been a faculty member since 2007. She completed her PhD in the Department of Knowledge and Information Science at the Shahid Chamran University of Ahvaz, Iran in 2016. She did her PhD research on Information Literacy instruction using the Big6 model. Her research interests lie in the area of Information Literacy, information behavior, and Scientometrics.

    She recently joined the University of Southern Queensland as a visiting academic and adjunct research fellow. She is collaborating in a research project on science education there with a focus on Super 3 model. Fatima really enjoys working with young children. You can contact her through these email addresses: baji-f(at)ajums(dot)ac(dot)ir fatemeh(dot)baji(at)usq(dot)edu(dot)au

    LINK to the RESEARCH: Developing Information Literacy Skills Lesson Plans Integrated into the 6th Iranian Primary Science Curriculum based On the Big6 Model

    LINK to the CURRICULUM: Integrated Curriculum Unit & Lesson Plans for Big6 Information Literacy and Grade 6 Iranian Science Curriculum

    The Great Report

    • Creates something new

    • Grapples with a big challenge

    • Explores the unknown

    • Shares insights and understandings that are perceptive and original

    • Awakens curiosity

    • Entertains, delights and illuminates

    Outline of Chapters

    Chapter 1. Why great?

    Chapter 2. Why not so great

    Chapter 3. The five pillars of greatness

    Chapter 4. Pillar #1 – Curiosity

    Chapter 5. Pillar #2 – Mystery

    Chapter 6. Pillar #3 – Challenge

    Chapter 7. Pillar #4 – Novelty

    Chapter 8. Pillar #5 – Delight

    Chapter 9. Upper Elementary

    Chapter 10. Middle School

    Chapter 11. High School

    Chapter 12. Especially for students

    Chapter 13. Especially for teachers

    Chapter 14. Assessment

    Jamie McKenzie has been exploring questions, questioning and discovery learning for decades now. His work centers on how teachers and schools might nurture those habits of mind most likely to help young ones find and build their own meanings rather than rely upon the thinking of others.

    Jamie is convinced that effective inquiry is as much a matter of spirit and style as it is a matter of skill. In this book he outlines the basic elements — what he calls "pillars" — that turn a humdrum reporting experience into something important and delightful.

    Based on a lifetime of work with teachers, students and schools, Jamie offers an approach to learning that is practical and productive yet inspiring.

    This new book will start shipping in December of 2015. You can save 25% off the list price of $25 by pre-ordering your copies now. The special price is only for online orders, purchase orders and checks placed prior to December 1.

    FNO Press
    817 17th St. Suite 9011
    Denver, CO 80202
    303-653-5650

    New look for Project Information Literacy (PIL) website – http://projectinfolit.org/ along with the very best research and content concerning information literacy.

    In particular, check out the Smart Talk with CATHY DAVIDSON – "HOW DISRUPTION A ND DISTRACTION ARE REMAKING LEARNING"

    Cathy is an author, professor at Duke University, and co-founder of HASTAC (Humanities, Arts, Science, and Technology Alliance and Collaboratory).

    She discusses why distraction and disruption help to re-envision the K-20 classroom and learning and how "collaborative thinking" drives individuals' motivation and creativity in both education and the workplace. (Interview conducted: February 25, 2014). http://projectinfolit.org/index.php/smart-talks/item/101-cathy-davidson-how-disruption-and-distraction-are-remaking-learning

    Published in the Journal of Web Librarianship, 2009, this article describes an approach to teaching information literacy in an academic course. The article includes "an overview of the course framework, a review of course, contents, and an analysis of student responses provided through, pre- and post-course surveys. The premise of the course design was that students bring a set of technical and information skills to class that address specific but not generalized information literacy goals."

    The approach is unique, in-depth, and well-beyond traditional information literacy approaches. Anyone interested in information literacy – for ANY age group – should take a look.

    [thanks to Colet Bartow for sharing the link]

    Just released – video of LMC Webinar by Mike Eisenberg and Bob Berkowitz!

    Inquiry Learning Big6-Style: It All Starts with Asking Great Questions!

    Research shows that while good inquiry learning starts with asking good questions, most students find this very difficult to do. Research also shows that students are weakest in their Big6 Stage #1 (Task Definition) skills. In this fast-paced, recorded webinar, Mike Eisenberg and Bob Berkowitz will focus on strategies for improving students' question-formulation and other task definition skills for effective inquiry learning as well as success in any kind of learning approach or assignment.

    We are receiving requests for more information about the Big6 by the Month program – a systematic approach to ensuring that every student in a school learns essential information and technology literacy skills.

    Here's the best way to learn about Big6 by the Month – a free, recorded OVERVIEW webinar – from August 2013. Please check it out -

    The latest study is about first-year college students and the findings report is now available at:

    One of the major findings is that a decline in school library programs (number of professionals, collections, etc.) seems to coincide with fewer high school students learning research skills that transfer to college.

    From the author:

    "In this study, we investigate the challenges today's freshmen face, and the information-seeking strategies they develop, use, and adapt as they make the transition from high school to college and begin to complete college research assignments. Included are data from a comparative analysis of library resources in 30 US high schools and 6 colleges and universities; interviews with 35 first-term freshmen from 6 colleges and universities, and an online survey with 1,941 US high school and college student respondents."

    Also released with this report are two related items about freshmen:

    How do today's freshmen make the critical transition from high school to college? What challenges do they face with finding and using information on their new campus? This PIL research preview highlights key findings from the 2013 PIL Freshmen Study, based on interviews with 35 freshmen from six U.S. colleges and universities. (No permission required for use of PIL videos.)

    David Conley is a policy analyst and professor of educational policy and leadership at the University of Oregon. We interviewed David in October 2013, asking him what it means to be college ready today. We also discussed how he thinks students can acquire the research skills they will need to succeed in college and in their careers.

    Thank you Alison Head for another terrific research study and report.

    Nice piece about the Big6 on the New York Public Library website -

    Good job on explaining the Big6 process and how it makes a BIG difference.

    Using the Big6/Super3: More on Putting the Common Core to Work

    Bob Berkowitz and I presented a one-hour webinar for teacher-librarians about the Super3, Big6, and the Common Core on Tuesday, Nov 12, 2013. It was a follow-up on an earlier webinar, but we reviewed the basics as well as answered over a dozen questions.

    Here's a link to the free webinar:

    Please let us know what you think!

    I'm learning about Keene and Zimmerman's "Mosaic of Thought" reading comprehension approach. It looks excellent and very compatible with the Big6.

    Has anyone used this with the Super3 or Big6? (I also posted this on the Big6 Facebook page – http://www.facebook.com/big6skills

    Mosaic of Thought is clearly compatible to Big6, directly connected to Big6 #4 – Use of Information: 4.1 Engage, 4.2 Extract. It also links Use of Informaiton to Task Definition. I think the Big6 can help students to use the Mosaic of Thought comprehension strategies and tactics in a problem-solving context.

    Many teachers use Mosaic of Thought in a mini-lessons approach -

    15 min – mini-lesson modeling a strategy

    15 min – meet with small groups for extra guidance and practice.

    15 min – one-on-one work with students

    15 min – full class summary and discussion.

    I think it would be useful to frame the mini-lesson and specific comprehension strategy in a Big6 context. That is, if students learn the Big6 process, they can relate the comprehension strategy to Big6 #4.1 or 4.2 (or even Task Definition 1.1, if relevant). They can also assess their degree of expertise in comprehension and the specific strategy under Big6 # 6.2 – Evaluation: Judge the Process.

    Again – please share your experiences with Mosaic of Thought or other relevant instructional models.

    Information Alchemy: Transforming Data and Information into Knowledge and Wisdom

    Dean Emeritus and Professor
    The Information School of the University of Washington

    One of the key conceptual models of the information field is the "information spectrum," the hierarchy of data – information – knowledge – wisdom.

    I first learned this model from Bob Taylor, former dean of the Syracuse University School of Information Studies, and it is explained in his book, Value-Added Processes in Information Systems. Ablex, 1986, as the "Value-Added Spectrum," (p. 6).

    I teach this model to almost all of my classes, especially to my undergraduate students as part of developing an "information perspective" — looking at the world through information-colored glasses.

    This is the way I explain the information spectrum (sometimes referred to as the DIKW hierarchy):

    • Data = characters, symbols, numbers, signs whose meaning may or may not be apparent.
    • Information = data with labels or definition; data that has structure or relationships.
    • Knowledge = collected, combined, organized, processed information for a purpose.
    • Wisdom = knowledge over time; knowledge without thinking.

    Read More

    We recently uncovered this short, 1 minute video of a "young" Bob Berkowitz explaining the Big6 to Danny Callison from Indiana University. This clip has been used in courses at IU and IUPUI for years! Still highly relevant!

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