In the Princess Nahienaena Elementary School Library Media Center, Michael Eisenberg's Big 6 (trademark) Information Skills is used as a system for finding any kind of information, from grades 2 though 5, to answer. It will assist the individual to answer the question, "How do I get started doing my research?"

Why use the Big 6? If there is a step-by-step process, if the student is stumped, he or she can go back over the process and determine the part he or she has not completed or clarified.

This is the description by the authors:

The "Big Six" approach to information skills instruction is described by Michael B. Eisenberg and Robert E. Berkowitz in Information Problem-Solving: the Big Six Skills Approach to Library & Information Skills Instruction (Norwood, NJ: Ablex Publishing, 1990). The "big six skills" are the six stages necessary for solving any information problem. While it may be helpful to think of these as steps in a process, please remember that the order and amount of time spent on each stage may vary, and any stage might need to be revisited one or more times. The following definitions of the Big Six Skills come directly from Eisenberg & Berkowitz, page 35. http://big6.syr.edu/overview/b6examp.html

1. Task Definition:

• Define the problem.
• Identify the information requirements of the problem.

2. Information Seeking Strategies:

• Determine the range of possible sources.
• Evaluate the different possible sources to determine priorities.

3. Location and Access:

• Locate sources (intellectually and physically).
• Find information within sources

4. Use of Information:

• Engage (e.g., read, hear, view) the information in a source.
• Extract information from a source

5. Synthesis:

• Organize information from multiple sources.
• Present information.

6. Evaluation:

• Judge the product (effectiveness).
• Judge the information problem-solving process (efficiency)

Based on the Big 6 described above this Lesson Plan for Library Research on "Who Will Survive: Preserving Our Wetlands" was developed in collaboration with Grade 5.

1. Define the Task

1.1 Define the Information Problem

• What is the question? What impact does man have on the wetlands?
• What is the format - Is it a written report, oral presentation, multimedia slideshow?
• How long does it have to be? 5 - 10 slides
• What pieces does it have to include (graphs, bibliography, map, interviews) or can include

1.2 Identify information needed in order to complete the task

• What do I need to find out? Graphs, bibliography, map, interview
• Do I need to ask my teacher for more questions about this project?

2. Information Seeking Strategies

2.1 Determine the range of possible resources (brainstorm)

• LIST where to find wetland resources
• INVENTORY all of the CD-ROM resources available in the school that could help

2.2 Evaluate the different possible sources to determine priorities (select the best resources)

What are the sources I can use? (Encyclopedias, print books, magazines, newspapers, Internet, video, people)

• Decide whether to ask an expert or use a reference book

3. Location and Access

3.1 Locate sources ( intellectually and physically)

• Intellectually - Where will I go to find my sources (Library, Internet, CD-ROM, interview people)
• Physically - Find a particular wetlands book on the shelf

3.2 Find information within sources

• Look up a wetlands article in a periodical
• Get into Internet and try different key words in MetaCrawler, InfoSeek and Yahoo
• Visit wetlands Internet links

4. Use of Information

4.1 Engage (e.g.) read, hear, view, touch) the information in a source

• Scan a book on the wetlands to determine its usefulness
• Scan the Internet sites on wetlands
• Listen to a video interview of a scientist talking on migration

4.2 Extract relevant information from a source

• Take notes on bibliographic information for later use- collect URL's on the wetlands, save Internet graphics to disk
• Highlight and print parts of Internet sites that apply to migration
• Take notes on a wetlands magazine article in a periodical

5. Synthesis

5.1 Organize information from multiple sources

• Create a database of wetlands animals and plants
• Put notes(from multiple resources) in a logical order
• Create a chart from spreadsheet for slideshow

5. Synthesis

5.2 Present the Information

• Create a wetlands slideshow, which includes different kinds of wetlands, different plants and animals on wetlands past impacts of man on wetlands, future issues and possible impacts on wetlands
• Draw and label wetlands in Hawaii

6. Evaluation

6.1 Judge the product (effectiveness)

• Does this meet the criteria for judging the slideshow?
• Do the graphics enhance the text rather than overwhelm it?
• Is the information easily understood or confusing?
• Does the slideshow raise more questions on the wetlands?
• How effective was my slideshow? Can my classmates now name the different kinds of wetlands? Did it inspire them to find out more about Kanaha Pond wetlands in Kahului near Costco?
• Does my grade accurately reflect the work I did? Why or why not?
• What could I have done differently or better? More detail? More information on man-made blocks?
• Determine whether the information need as originally defined by teacher is met.
• Does the slideshow show ways how migration or lack of it by man-made blocks changes rate of survival of certain animals?
• Determine whether the information need as originally defined by teacher is met.
• Does the slideshow show ways how migration or lack of it by man-made blocks changes rate of survival of certain animals?

6.2 Judge the information problem-solving process (efficiency)

• Did I use my time well or did I get sidetracked by subjects other than the wetlands, like interesting or weird pictures on the Internet?
• Did I find the best wetlands resources? Were there "good" articles but I couldn't understand them because they were above my level in National Geographic ?
• Did I ask for help when I needed it? Which CD-ROM encyclopedia was best for my level, Compton's or Grolier's? Which search engine to use on the Internet? Particular children's magazines on wetlands--was National Geographic World better than Ranger Rick ?
• Determine which note taking techniques are working for me. Did I copy everything about the wetlands and have too much to read through? Or just what was important for my report so I could understand what was important and put it in my own words with my own conclusion?
• I state what I would do differently next time. I should have gone to the World Book Encyclopedia first instead of trying to find things on the Internet. In the back of all the articles are outlines. I could have followed that outline instead of trying to make my own outline on wetlands.

Resources

Big 6 Skills by Michael Eisenberg and Bob Berkowitz

http://big6.syr.edu/overview/b6examp.html

Example

http://madison.ssd.k12.wa.us/CHAMBERS/big6.htm

Example

http://fiat.gslis.utexas.edu/~lis388k/course/pres_bigsix.html

I-search Research, heart of "Make it Happen!"

http://www.edc.org/FSC/MIH/i-search.html

Model Unit Plan Overview	Goals & Objectives	Materials & Resources	Universal Concepts	Hawaii Performance Standards	Technology Used & Rationale
Abstract of Unit	Hook Questions	Who Will Survive Unit	Land	Animals	Plants
Generalizations	Research Methods	Link to TLCF	Link to Journey	Home Page	Library Media Center

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