Eisenberg video from Module 2.2 Announcements--Eisenberg calls this a recursive research model.
How well does the Big 6 research model work with elementary-aged children?
BIG 6 STEPS: * Task definition * Information seeking strategies * Location and access * Use of information * Synthesis * Evaluation http://virtualinquiry.com/inquiry/big6.htm
Is Big 6 popular nation-wide, in Texas, in a particular part of the country? Has its popularity wained?
This article pulled up when I did a Big 6 search. Basically, the author is talking about the Eureka research system. Where the Big 6 system comes in is that she says if students know the Big 6 system then they will be able to easily transfer their knowledge to the Eureka system because of the Eureka model’s parallelity to the Big 6 when it comes to steps (Alter 44). From this, I could conclude that (maybe) Big 6 lays a good foundation on research skills that students need, and by knowing how to implement this Inquiry Model, then the students will be able to adapt to other models a little easier (total supposition on my part—must further research).
Super 3 is geared for K-2.
What have teachers who have used the Big 6 inquiry model had to say about it? Do they like it? Do they dislike it? Why?
*Big 6 Research Strategy Creators: Michael Eisenberg (professor), Bob Berkowitz (librarian) (Hughes 28).
*1st Published 1988 in Eisenberg & Berkowitz’s book Curriculum Initiative: An Agenda and Strategy for Library Media Programs (Hughes 28)
*“The Big6 provides a strategy for developing the foundation of higher order thinking skills and the language skills of reasoning and critical thinking and thenapplying the understanding of the process and the skills to any inquiry process” (Hughes 28).What I appreciate about this quote is that it indicates that this is a research strategy that develops in students the foundational skills needed in order to really help them be able to work with any type of research strategies thrown at them by various teachers. This strategy seems to lend itself to transference.
*“well packaged and well supported information problem solving or research/inquiry strategy that integrates well with provincial curricula, and the school and classroom program” (Hughes 28).
*Big6 “links the research process and skills to Creative/Critical thinking (Bloom’s Taxonomy) so that it clearly articulates the research process as a cognitive process” (Hughes 28).
*Big6 “works with and through information technology to help students develop information literacy” (Hughes 28).
*Big6 “helps students learn the research process as an inquiry process within a curriculum focussed [sic] on inquiry” (Hughes 28). Based on this quote, I would suppose that this strategy works very will in PYP, MYP, IB schools, which are all about authentic inquiry.
Hughes article indicates that this is a great model that melds well with what education claims to want, which is students activating their higher-order thinking skills, using technology when they research and engaging in true inquiry.
So my question is still this, how widespread is this system used in schools? How easy is it for teachers to pick up and implement who have never used it before?
Is this process really as transferable to other processes as Hughes article indicates?
Is this research model used at an international level? Does it fit PYP, MYP, or IB educational settings or others?
More info from Hughes article: Cons to using: +the 6 steps divided into Little Twelve (overwhelming to students) (Hughes 28) +developed and widespread use in U.S. (Hughes 28)
Pros: +Big 6 lines up perfectly to Bloom’s Taxonomy (Hughes 28)
+”inclusive and applicable….integrates easily with your understanding of the research/inquiry process” (Hughes 28)
+ Adapted to all ages-à”It can be used by and adapted for anyone from kindergarten to old age. It has been formally adapted into the Super 3 for primary students and substantial amount of unit and lesson plan support has been developed for this” (Hughes 28). What is important about this quote is that it can be geared towards young children, and since we are directing this persuasive presentation towards elementary teachers, then this will be a key selling point. Maybe we need to add Super 3 at the top of this chart as well.
+ Lot of support for those using Big6 and many resources available to teachers and librarians (Hughes 28)
+Each step has 2 sub-steps (Hughes 28)
+The creators of this strategy “are quite clear that although the process is described in a linear progression, it tends to loop back on itself when you are working through a research task” (Hughes 29).
”discreet skills of a step are taught before a student is required to use a step” (Hughes 29)
”students given a framework and an expectation for reflection and self evaluation” (Hughes 29)
”evaluation of skills and process are reported to students and parents” (Hughes 29)
”strategy is used in a variety of contexts throughout the curriculum” and steps made visible everywhere (Hughes 29)
All educators in school trained in Big6 and integrate it in their curriculum (Hughes 29)
All educators in school supported by teacher-librarian in this strategy (Hughes 29)
Educate the parents on Big6 (Hughes 29)
Adapt the Big 6 to your community, district, school—make it fit the audience (Hughes 29)
This Hughes article was published in 2003, so over seven years later, I am wondering this:
Was the Big6 just another ephemeral educational fad, or is it still relevant?
What countries besides the U.S. are using this Inquiry system?
Does this system work well in a Title 1 school?
Needham article:
+ "The Big6 process is extremely relevant for students, especially when considering how much time students spend each day finding answers to questions. In fact, learning is all about solving information problems" (Needham 20).
+ "Super3 (Plan, Do, Review), even students in kindergarten through second grade can begin to remember and use the process of solving information problems. The Big6 combined with the Super3 looks like this...." (Needham 20)-->Needham goes on to list out the steps and substeps in detail under the Super3 categories.
+ Needham asserts that young children can learn how to use the Big6 to solve questions and information problems they run into, and she attributes this to their natural curiosity. It is up to the teachers and librarians to capitalize on theirnatural curiosity. She goes on to give some scenarios of this happening in class and how the Super3 was implemented. (Needham 20)
+ "Utilizing the natural quesitons of students can provide opportunities for students to practice information problem-solving using the Super3 process. Once students advance to third grade, they're ready to progress from the Super3's Plan, Do, Review and to use the WWW.USE in a Big6 context. Students are never too young to solve information problems, and the sooner they learn the Super3 and Big6 processes, the more efficient they'll become as problem solvers" (Needham 21).
Answers to my previous questions: Super3 is for children up to third grade and then they transition into the Big6
Is this Plan, Do, Review similar to the Plan-Do tiime I have found at schools for Pre-K-2nd grade when children are allowed to choose various activities to do? Or, is there a correlation or a coincidence that the names of this strategy and that play/work time for children are practically the same?
Robinson article:
+ "Information Literacy instruction needs to begin with our youngest learners and information literacy updates should continue throughout life as information needs develop and change" (Robinson 10).
+ According to Head Start Performance Standards and the National Association of Young Children accreditation standard, "young children should have authentic opportunities to plan and make choices" (Robinson 10).
+ "The Super3 contains the same basic process as the Big6, but Super3 is geared to a younger student audience. The Super3 is a way of doing things, a course of action, an approach, and a method for solving problems. It provides a framework for students to learn how to get things done. Like information literacy, the Super3 skills are not taught in isolation, but within context, current curriculum, and everyday experiences. In addition, the Super3 isn't narrow or restrictive; students don't necessarily need to always follow the three stages in the same order" (Robinson 11).
+ "Although presented in logical order (1. Plan, 2. Do, 3. Review), children can start at any one of the three touchstones and may move forward and back in the process as needed" (Robinson 11). Okay, so clearly this is a non-linear and recursive strategim
+ Benefits of Super3 for young children:
"Improve their thinking and problem solving skills
Recognize exactly what stage they are in as they complete task
Become more efficient and effective at completing tasks
Label and talk about actions while they solve problems" (Robinson 11).
PLAN * What am I supposed to do?
What will it look like if I do a really good job?
What do I need to find out to do the job?
DO read, view, tell, make a picture, REVIEW * Is this done?
Emilie, I am attaching the Works Cited page that I have done so far based on what we have put below and on the Google Document. This is still a work in progress (like I have to insert the photograph citations into the rest of the works cited list, but for now, I have it separated out. Look and see what you think and let me know if you have any questions.
Emilie Buske-Ferman, Katie Hickey Dr. Judi Moreillon LS 5443-20 10 March 2011 Works Cited Alter Hubel, Joy. "EUREKA: Six Easy Steps to Research Success." Library Media Connection 23.6 (2005): 44-45. Academic Search Complete. EBSCO. Web. 26 Feb. 2011.
aron123. “IMGP6866.” Photograph. morgueFile. Web. 10 Mar. 2011. <http://www.morguefile.com/archive/display/729215>. The Big6: Information & Technology Skills for Student Achievement. Big6, 2010. Web. 10 Mar. 2011. <http://www.big6.com/>. ecerroni. “IMG_64241.JPG.” Photograph. morgueFile. Web. 10 Mar. 2011. <http://www.morguefile.com/archive/display/133583>. Eisenberg, Michael B., and Robert E. Berkowitz. “Big6 & Super3.” Information Age Inquiry. IUPUI, 2010. Web. 11 Mar. 2011. <http://virtualinquiry.com/inquiry/big6.htm>. gracey. “JGS_LittleInquisitiveOne.jpg.” Photograph. morgueFile. Web. 10 Mar. 2011. <http://www.morguefile.com/archive/display/143392>. Hickey, Katie. “Kid Looking for Easter Eggs.” Photograph. Animoto. Web. 10 Mar. 2011. Hickey, Katie. “Person Asleep.” Photograph. Animoto. Web. 10 Mar. 2011. Hickey, Katie. “Person Frustrated.” Photograph. Animoto. Web. 10 Mar. 2011. Hickey, Katie. “Person Pointing to Watch.” Photograph. Animoto. Web. 10 Mar. 2011. Hickey, Katie. “Person Sad.” Photograph. Animoto. Web. 10 Mar. 2011.
Hickey, Katie. “Person Scared.” Photograph. Animoto. Web. 10 Mar. 2011. Hughes, Sandra. "The Big6 as a Strategy for Student Research." School Libraries in Canada 22.4 (2003): 28. Academic Search Complete. EBSCO. Web. 26 Feb. 2011.
jdurham. “Timeliner pics 002.jpg”. Photograph. morgueFile.Web. 10 Mar. 2011. <http://www.morguefile.com/archive/display/540572>. kakisky. “homework.jpg.” Photograph.morgueFile. Web. 10 Mar. 2011. <http://www.morguefile.com/archive/display/672205>. kevin_p. “library 291109 001.jpg.” Photograph. morgueFile. Web. 10 Mar. 2011. <http://www.morguefile.com/archive/display/638236>. Little, Tami J., and Barbara J. Shoemaker. “Big6 and Super3 Overview Handout Pages.” The Big6: Information & Technology Skills for Student Achievement. Big6, 2001. Web pdf. 10 Mar. 2011. <http://www.big6.com/go/wp-content/2008/02/Big6Handouts.pdf>. Little, Tami J. "Super3." 9 Mar. 2011. <http://academic.wsc.edu/redl/classes/Tami/super3.html>. McCleod, Kevin. “The House of Leaves.” Incompetech.com. 10 Mar. 2011. <http://incompetech.com/m/c/royalty-free/index.html?feels[]=Suspenseful>. McCleod, Kevin. “Work Is Work.” Incompetech.com. 10 Mar. 2011. <http://incompetech.com/m/c/royalty-free/index.html?feels[]=Humorous>. Microsoft. “Homework Paper: 100.” MS ClipArt, n.d. Microsoft. “Librarian.” MS ClipArt, n.d. Milam, Peggy. "A Road Map for the Journey." Library Media Connection 22.7 (2004): 20-23. Academic Search Complete. EBSCO. Web. 26 Feb. 2011. Needham, Joyce. "The Big6 or Super3." Library Talk 15.4 (2002): 20. Academic Search Complete. EBSCO. Web. 26 Feb. 2011. Nelson, Annette C.H., and Danielle N. DuPuis. “Super3’s Transformation: A Hero Is Born— eNewsletter 11.1.3.” The Big6: Information & Technology Skills for Student Achievement. Big6. 2010. Web. 11 Mar. 2011. <http://www.big6.com/2010/11/15/super3s-transformation-a-hero-is-born-enewsletter-11-1-3/#comments>. Robinson, Laura Eisenberg. "EARLY LEARNERS. (Cover story)." Library Media Connection 27.2 (2008): 10-11. Academic Search Complete. EBSCO. Web. 26 Feb. 2011.
“Super3 Dinos: Green Bay Community ABC Book.” n.p., n.d. Web. 10 Mar. 2011.
<http://big6.com/presentations/super3dinos/index.php>. Works Consulted “Big6 and Super3 Handouts, Organizers, and Checklists Tools.” The Big6: Information & Technology Skills for Student Achievement. Big6, 2001. Web. 10 Mar. 2011. <http://www.big6.com/2001/12/15/big6%e2%84%a2-tools/>. Stripling, Barbara. "Inquiry: Inquiring Minds Want to Know." School Library Media Activities Monthly XXV.1 (2008): 50-52. Library, Information Science & Technology Abstracts with Full Text. EBSCO. Web. 13 Feb. 2011.
Works Cited
The references listed below with an asterisk * are the additional resources our rubric states we are to find. (I believe we are supposed to find at least five additional sources to the ones she gave us).
*Alter Hubel, Joy. "EUREKA: Six Easy Steps to Research Success." Library Media Connection 23.6 (2005): 44-45. Academic Search Complete. EBSCO. Web. 26 Feb. 2011.
The Big6: Information & Technology Skills for Student Achievement. Big6, 2010. Web. 10 Mar. 2011. <http://www.big6.com/>.
*Hughes, Sandra. "The Big6 as a Strategy for Student Research." School Libraries in Canada 22.4 (2003): 28. Academic Search Complete. EBSCO. Web. 26 Feb. 2011.
*Needham, Joyce. "The Big6 or Super3." Library Talk 15.4 (2002): 20. Academic Search Complete. EBSCO. Web. 26 Feb. 2011.
How is the TLC different/better than other research models? What are the advantages?
THE LEVELS: Fact-finding Asking/searching Examining/organizing Evaluating/deliberating Integrating/concluding Conceptualizing (Milam 20).
How do we get the students to learn/follow the ten steps and complete the reflection after each step?
Research model
What are the different steps or phases?
THE STEPS: > Choose a broad topic > Get an overview of the topic > Narrow the topic; reflection point: Is my topic a good one? > Develop a thesis statement or purpose; reflection point: Does my thesis statement represent an effective concept for my research? > Formulate questions to guide research; reflection point: Do the questions provide a foundation for my research? > Plan for research; reflection point: Is the research plan workable? > Find/analyze/evaluate sources; reflection point: Are my sources adequate? > Evaluate evidence/take notes/compile bibliography; reflection point: Is my research complete? > Establish conclusions/organize information into an outline; reflection point: Are my conclusions based on researched evidence? > Create and present final product; reflection point: Is my project satisfactory? (Milam 20-21).
Are these natural steps?
How can librarians collaborate with teachers to teach this model?
THEORY: the authors believe instruction should be based on how students learn best and have concluded that more new learning occurs when connected to previous learning, a precept of constructivist learning theory (Milam 21).
How does this model compare to the Big6 model?
How can librarians collaborate with teachers to implement this model in lessons?
THEORY: learning is continual and recursive (ALA)
In a world of quick answers and instant satisfaction, how do we encourage students to engage in real learning which should "always lead to more questions and further investigation" (ALA).
Emilie Buske-Ferman Contributions
Katie Hickey Contributions
Final Product URL (if Web-based):
http://prezi.com/5dzpx2val-_3/a24-persuasive-presentation/
Link to Emilie's Notes
Link to Katie's Big6/Super 3 Original Note Page
Research Model: Big 6/Super 3
* Task definition
* Information seeking strategies
* Location and access
* Use of information
* Synthesis
* Evaluation
http://virtualinquiry.com/inquiry/big6.htm
SUPER 3 STEPS:
1. Plan
2. Do
3. Review
Check out this cute little video: http://www.big6.com/2010/11/15/super3s-transformation-a-hero-is-born-enewsletter-11-1-3/#comments
*1st Published 1988 in Eisenberg & Berkowitz’s book Curriculum Initiative: An Agenda and Strategy for Library Media Programs (Hughes 28)
*“The Big6 provides a strategy for developing the foundation of higher order thinking skills and the language skills of reasoning and critical thinking and then applying the understanding of the process and the skills to any inquiry process” (Hughes 28).What I appreciate about this quote is that it indicates that this is a research strategy that develops in students the foundational skills needed in order to really help them be able to work with any type of research strategies thrown at them by various teachers. This strategy seems to lend itself to transference.
*“well packaged and well supported information problem solving or research/inquiry strategy that integrates well with provincial curricula, and the school and classroom program” (Hughes 28).
*Big6 “links the research process and skills to Creative/Critical thinking (Bloom’s Taxonomy) so that it clearly articulates the research process as a cognitive process” (Hughes 28).
*Big6 “works with and through information technology to help students develop information literacy” (Hughes 28).
*Big6 “helps students learn the research process as an inquiry process within a curriculum focussed [sic] on inquiry” (Hughes 28). Based on this quote, I would suppose that this strategy works very will in PYP, MYP, IB schools, which are all about authentic inquiry.
So my question is still this, how widespread is this system used in schools? How easy is it for teachers to pick up and implement who have never used it before?
Is this process really as transferable to other processes as Hughes article indicates?
Cons to using:
+the 6 steps divided into Little Twelve (overwhelming to students) (Hughes 28)
+developed and widespread use in U.S. (Hughes 28)
Pros:
+Big 6 lines up perfectly to Bloom’s Taxonomy (Hughes 28)
+”inclusive and applicable….integrates easily with your understanding of the research/inquiry process” (Hughes 28)
+ Adapted to all ages-à”It can be used by and adapted for anyone from kindergarten to old age. It has been formally adapted into the Super 3 for primary students and substantial amount of unit and lesson plan support has been developed for this” (Hughes 28). What is important about this quote is that it can be geared towards young children, and since we are directing this persuasive presentation towards elementary teachers, then this will be a key selling point. Maybe we need to add Super 3 at the top of this chart as well.
+ Lot of support for those using Big6 and many resources available to teachers and librarians (Hughes 28)
+Each step has 2 sub-steps (Hughes 28)
+The creators of this strategy “are quite clear that although the process is described in a linear progression, it tends to loop back on itself when you are working through a research task” (Hughes 29).
Tips for making this strategy a success for you:
Was the Big6 just another ephemeral educational fad, or is it still relevant?
What countries besides the U.S. are using this Inquiry system?
Does this system work well in a Title 1 school?
+ "The Big6 process is extremely relevant for students, especially when considering how much time students spend each day finding answers to questions. In fact, learning is all about solving information problems" (Needham 20).
+ "Super3 (Plan, Do, Review), even students in kindergarten through second grade can begin to remember and use the process of solving information problems. The Big6 combined with the Super3 looks like this...." (Needham 20)-->Needham goes on to list out the steps and substeps in detail under the Super3 categories.
+ Needham asserts that young children can learn how to use the Big6 to solve questions and information problems they run into, and she attributes this to their natural curiosity. It is up to the teachers and librarians to capitalize on their natural curiosity. She goes on to give some scenarios of this happening in class and how the Super3 was implemented. (Needham 20)
+ "Utilizing the natural quesitons of students can provide opportunities for students to practice information problem-solving using the Super3 process. Once students advance to third grade, they're ready to progress from the Super3's Plan, Do, Review and to use the WWW.USE in a Big6 context. Students are never too young to solve information problems, and the sooner they learn the Super3 and Big6 processes, the more efficient they'll become as problem solvers" (Needham 21).
Answers to my previous questions: Super3 is for children up to third grade and then they transition into the Big6
+ "Information Literacy instruction needs to begin with our youngest learners and information literacy updates should continue throughout life as information needs develop and change" (Robinson 10).
+ According to Head Start Performance Standards and the National Association of Young Children accreditation standard, "young children should have authentic opportunities to plan and make choices" (Robinson 10).
+ "The Super3 contains the same basic process as the Big6, but Super3 is geared to a younger student audience. The Super3 is a way of doing things, a course of action, an approach, and a method for solving problems. It provides a framework for students to learn how to get things done. Like information literacy, the Super3 skills are not taught in isolation, but within context, current curriculum, and everyday experiences. In addition, the Super3 isn't narrow or restrictive; students don't necessarily need to always follow the three stages in the same order" (Robinson 11).
+ "Although presented in logical order (1. Plan, 2. Do, 3. Review), children can start at any one of the three touchstones and may move forward and back in the process as needed" (Robinson 11). Okay, so clearly this is a non-linear and recursive strategim
+ Benefits of Super3 for young children:
* What am I supposed to do?
DO
read, view, tell, make a picture,
REVIEW
* Is this done?
Emilie, I am attaching the Works Cited page that I have done so far based on what we have put below and on the Google Document. This is still a work in progress (like I have to insert the photograph citations into the rest of the works cited list, but for now, I have it separated out. Look and see what you think and let me know if you have any questions.
Emilie Buske-Ferman, Katie Hickey
Dr. Judi Moreillon
LS 5443-20
10 March 2011
Works Cited
Alter Hubel, Joy. "EUREKA: Six Easy Steps to Research Success." Library Media Connection
23.6 (2005): 44-45. Academic Search Complete. EBSCO. Web. 26 Feb. 2011.
aron123. “IMGP6866.” Photograph. morgueFile. Web. 10 Mar. 2011.
<http://www.morguefile.com/archive/display/729215>.
The Big6: Information & Technology Skills for Student Achievement. Big6, 2010. Web. 10 Mar.
2011. <http://www.big6.com/>.
ecerroni. “IMG_64241.JPG.” Photograph. morgueFile. Web. 10 Mar. 2011.
<http://www.morguefile.com/archive/display/133583>.
Eisenberg, Michael B., and Robert E. Berkowitz. “Big6 & Super3.” Information Age Inquiry.
IUPUI, 2010. Web. 11 Mar. 2011. <http://virtualinquiry.com/inquiry/big6.htm>.
gracey. “JGS_LittleInquisitiveOne.jpg.” Photograph. morgueFile. Web. 10 Mar. 2011.
<http://www.morguefile.com/archive/display/143392>.
Hickey, Katie. “Kid Looking for Easter Eggs.” Photograph. Animoto. Web. 10 Mar. 2011.
Hickey, Katie. “Person Asleep.” Photograph. Animoto. Web. 10 Mar. 2011.
Hickey, Katie. “Person Frustrated.” Photograph. Animoto. Web. 10 Mar. 2011.
Hickey, Katie. “Person Pointing to Watch.” Photograph. Animoto. Web. 10 Mar. 2011.
Hickey, Katie. “Person Sad.” Photograph. Animoto. Web. 10 Mar. 2011.
Hickey, Katie. “Person Scared.” Photograph. Animoto. Web. 10 Mar. 2011.
Hughes, Sandra. "The Big6 as a Strategy for Student Research." School Libraries in Canada
22.4 (2003): 28. Academic Search Complete. EBSCO. Web. 26 Feb. 2011.
jdurham. “Timeliner pics 002.jpg”. Photograph. morgueFile. Web. 10 Mar. 2011.
<http://www.morguefile.com/archive/display/540572>.
kakisky. “homework.jpg.” Photograph.morgueFile. Web. 10 Mar. 2011.
<http://www.morguefile.com/archive/display/672205>.
kevin_p. “library 291109 001.jpg.” Photograph. morgueFile. Web. 10 Mar. 2011.
<http://www.morguefile.com/archive/display/638236>.
Little, Tami J., and Barbara J. Shoemaker. “Big6 and Super3 Overview Handout Pages.” The
Big6: Information & Technology Skills for Student Achievement. Big6, 2001. Web pdf.
10 Mar. 2011. <http://www.big6.com/go/wp-content/2008/02/Big6Handouts.pdf>.
Little, Tami J. "Super3." 9 Mar. 2011. <http://academic.wsc.edu/redl/classes/Tami/super3.html>.
McCleod, Kevin. “The House of Leaves.” Incompetech.com. 10 Mar. 2011.
<http://incompetech.com/m/c/royalty-free/index.html?feels[]=Suspenseful>.
McCleod, Kevin. “Work Is Work.” Incompetech.com. 10 Mar. 2011.
<http://incompetech.com/m/c/royalty-free/index.html?feels[]=Humorous>.
Microsoft. “Homework Paper: 100.” MS ClipArt, n.d.
Microsoft. “Librarian.” MS ClipArt, n.d.
Milam, Peggy. "A Road Map for the Journey." Library Media Connection 22.7 (2004): 20-23.
Academic Search Complete. EBSCO. Web. 26 Feb. 2011.
Needham, Joyce. "The Big6 or Super3." Library Talk 15.4 (2002): 20. Academic Search
Complete. EBSCO. Web. 26 Feb. 2011.
Nelson, Annette C.H., and Danielle N. DuPuis. “Super3’s Transformation: A Hero Is Born—
eNewsletter 11.1.3.” The Big6: Information & Technology Skills for Student Achievement. Big6. 2010. Web. 11 Mar. 2011.
<http://www.big6.com/2010/11/15/super3s-transformation-a-hero-is-born-enewsletter-11-1-3/#comments>.
Robinson, Laura Eisenberg. "EARLY LEARNERS. (Cover story)." Library Media Connection
27.2 (2008): 10-11. Academic Search Complete. EBSCO. Web. 26 Feb. 2011.
“Super3 Dinos: Green Bay Community ABC Book.” n.p., n.d. Web. 10 Mar. 2011.
<http://big6.com/presentations/super3dinos/index.php>.
Works Consulted
“Big6 and Super3 Handouts, Organizers, and Checklists Tools.” The Big6: Information &
Technology Skills for Student Achievement. Big6, 2001. Web. 10 Mar. 2011.
<http://www.big6.com/2001/12/15/big6%e2%84%a2-tools/>.
Stripling, Barbara. "Inquiry: Inquiring Minds Want to Know." School Library Media Activities
Monthly XXV.1 (2008): 50-52. Library, Information Science & Technology Abstracts
with Full Text. EBSCO. Web. 13 Feb. 2011.
Works Cited
The references listed below with an asterisk * are the additional resources our rubric states we are to find. (I believe we are supposed to find at least five additional sources to the ones she gave us).
*Alter Hubel, Joy. "EUREKA: Six Easy Steps to Research Success." Library Media Connection 23.6 (2005): 44-45. Academic Search Complete. EBSCO. Web. 26 Feb. 2011.
The Big6: Information & Technology Skills for Student Achievement. Big6, 2010. Web. 10 Mar.
2011. <http://www.big6.com/>.
*Hughes, Sandra. "The Big6 as a Strategy for Student Research." School Libraries in Canada 22.4 (2003): 28. Academic Search Complete. EBSCO. Web. 26 Feb. 2011.
*Needham, Joyce. "The Big6 or Super3." Library Talk 15.4 (2002): 20. Academic Search Complete. EBSCO. Web. 26 Feb. 2011.
*Robinson, Laura Eisenberg. "EARLY LEARNERS. (Cover story)." Library Media Connection 27.2 (2008): 10-11. Academic Search Complete. EBSCO. Web. 26 Feb. 2011
Little, Tami J. "Super3." Accessed 9 March 2011 from http://academic.wsc.edu/redl/classes/Tami/super3.html.
http://big6.com/presentations/super3dinos/index.php
Research Model: TLC (Thoughtful Learning Cycle)
Fact-finding
Asking/searching
Examining/organizing
Evaluating/deliberating
Integrating/concluding
Conceptualizing
(Milam 20).
> Choose a broad topic
> Get an overview of the topic
> Narrow the topic; reflection point: Is my topic a good one?
> Develop a thesis statement or purpose; reflection point: Does my thesis statement represent an effective concept for my research?
> Formulate questions to guide research; reflection point: Do the questions provide a foundation for my research?
> Plan for research; reflection point: Is the research plan workable?
> Find/analyze/evaluate sources; reflection point: Are my sources adequate?
> Evaluate evidence/take notes/compile bibliography; reflection point: Is my research complete?
> Establish conclusions/organize information into an outline; reflection point: Are my conclusions based on researched evidence?
> Create and present final product; reflection point: Is my project satisfactory?
(Milam 20-21).
http://www.ala.org/ala/mgrps/divs/aasl/aaslarchive/aboutaaslarchive/aaslbucket/slmr/stripling1tabfig.cfm#fig1
Emilie, I am copying and pasting these in from Dr. M's list in Module 2.2 for us to consider. I put Big 6 above because of the video I viewed this past week, but I really don't have a preference. If you have in mind the inquiry models you want to analyze, then we can go with them. Of the ones below, I am more familiar with ISearch, but not a lot.
Big6 is fine. I'll focus on TLC.
Look what I just found: http://www.google.com/url?sa=t&source=web&cd=1&sqi=2&ved=0CBcQFjAA&url=http%3A%2F%2Fsbnelson.myweb.uga.edu%2Fpmcomparison.doc&rct=j&q=TLC%20%22Thoughtful%20Learning%20Cycle%22&ei=5VppTeidI4Ss8AbI9tDnCw&usg=AFQjCNGhragu1Dezj09juwEedJBFTuOitA&cad=rja**
Excellent find!
Read about at least 4 research or inquiry models.
Suggestions:
Works CitedAmerican Library Association." (2006). Learning-Centered Libraries Implications." Accessed Web. 26 Feb. 2011 from http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/editorschoiceb/infopower/selctstripling1.cfm.
Eisenberg, Michael B., and Robert E. Berkowitz. “Big6 & Super3.” Information Age Inquiry.
IUPUI, 2010. Web. 11 Mar. 2011. <http://virtualinquiry.com/inquiry/big6.htm>.Milam, Peggy. "A Road Map for the Journey." Library Media Connection 22.7 (2004): 20-23.
Academic Search Complete. EBSCO. Web. 26 Feb. 2011.
The Big6: Information & Technology Skills for Student Achievement. Big6, 2010. Web. 10 Mar.
2011. <http://www.big6.com/>.