Hi Emilie, These are some of my notes on the Big 6 and Super 3. Pretty much all this is on our KWLQ is on our chart plus notes from the last two sources listed below that are noteless. Katie 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. (Here is one of our extra five sources per rubric instructions). This article pulled up when I did a Big 6 search. Basically, the author is talking about how 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 parallel 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). 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. 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 then applying the understanding of the process and the skills to any inquiry process” (Hughes 28). “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). -- 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). + 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: *”personalize” “make learning relevant” (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) 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
These are some of my notes on the Big 6 and Super 3. Pretty much all this is on our KWLQ is on our chart plus notes from the last two sources listed below that are noteless. Katie
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. (Here is one of our extra five sources per rubric instructions).
This article pulled up when I did a Big 6 search. Basically, the author is talking about how 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 parallel 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).
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.
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 then applying the understanding of the process and the skills to any inquiry process” (Hughes 28).
“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).
--
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).
+ 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:
*”personalize” “make learning relevant” (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)
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