Big6 by the Montr

ITS TIME FOR A SWEEPING NEW APPROACH TO INFORMATION LITERACY LEARNING The sad (furh is rhar few if any informarion literacy effom in schools have fulfilled the promise of a comprehensive information literacy program

bull A comprehensive program should reach all studenrs in the school

bull A comprehensive program should be predictable in terms of what studenrs are expected ro learn and how they are ro learn it

bull A comprehensive program should be measurable in rerms of serring accountable goals for rhe program and assessing performance by the studenrs

bull A comprehensive program should repo1t the resulrs-ro the studenrs ro their reachets parents and guardians and ro the overall school and dimmiddotic t

ESSENTIAL INFORMATION LITERACY INSTRUCTION Almost all school library or technology programs offer some form of information literacy instruction But if we are frank with ourselves most programs can be characterized as irregular parcial and arbirrary Cenainly some students teceive excellenr information literacy instruction bur others receive litde or none

The reasons are varied and understandable including insufficienr staff or limited resources space and technology One of the main reasons is that the information literacy program is not viewed as a vital pan of the schools curriculum program information literacy is not considered essenrial for every studenr in the same way as reading writing science math or social studies

This non-essential sta tus must end l In the 21 st century competence in reading and writing is no longer sufficient To succeed in our global information inrensive society studenrs must learn how to ask good quesrions find appropriare relevanr reliable sources of information and

10 LIB RARYM EDIA CONNECTION

By Michael B Eisenbe and Janet MUffl

synthesize that information ro create an original product They also net ro evaluate the success of rheir process as well as their product Thats information litetacy and any studenr who graduares without these skill a se tious disadva nrage

A second reason for the panial hit-or-miss nature of information literacy programs is the emphasis on implemenring the program throu collaboration with class room subject area teachers and curriculum Cenainly every information literacy lesson and learning activity must tied ro classroom assignmenrs and curriculum but thar doesnt manda rhat it be done through time-inrensive collaborative sessions between teacher-librarians technology teachers and classroom teachers A good information literacy teacher can connect with classroom assignmenrs and subject curriculum but it is unrealistic and misleading ro think rI collaboration can take place on a comprehensive level given rodays sta in library and technology programs Yes weve seen excellenr collabora examples in many schools-but they are JUSt thar examples pilors a samples Systematic large-scale comprehensive collaboration is JUSt 11

possible given the number of library and technology profess ionals in schools So its rime ro move this approach aside (after all its nor an goal anyway its a means ro the end-which is srudent information Ii learning) The new means is connecting ro assignmenrs and curriculum focusing on making sure that the information literacy learning progm reaches every studenr

BIG6 BY THE MONTH APPROACH Again information literacy is toO imponant to be arbitrary or irregular Library and information profcs io nals must step up and commir to del and delivering information literacy programs that arc comprehensive ( all users) predictable (consistent over time) and accountable (measu reported) To do so we have adopted a four-part strategy

1 Defined IdentifY essential power informat ion literacy goals and learning objectives for aJi studenrs in your school These goals and 0

LIbrary and information professionals must step up and commit to developing and delivering Information literacy programs that are comprehensive (reaching all users) predictable (consistent over time) and accountable (measured and reported) II

should link to relevant national or local learning standa rds Essential skiUs pertaining to information and technology literacy appear in curriculum standards as well as national information literacy and technology standards documents For example look at Big6 22 SeleCt the best sources (of information) A variety of standards emphasize the importance of evaluating sources of information

22 Select the best sources

114 Find evaluate and select appropriate sources to answer questions

AASL 115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness for needs importance and social and cultural context

3c Evaluate and select information sources and digitalISlE NElS tools based on the appropriateness to specific tasks

English Gather evaluate and synthesize data from a variety of Language Arts sources

Identify and use a variety of sources providing Social Studies validating and weighing evidence for daims checking

credibility of sources

Common Core R 7 Evaluate content presented in diverse media and formatsCollege

and Career R 8 Evaluate the argument and specific claims in a text Readiness including the validity of the reasoning as well as the Anchor relevance and sufficiency of the evidence Standards

W 8 Gather relevant information from multiple print and R= Reading digital sources assess the credibility and accuracy of

each sourceW = Writing

From Janet Murray Achieving Educational Standards Using the 8ig6 (Linworth 2008) with additional standards from the Common Core Standards Initiative httpcorestandardsorg

Develop grade level objectives for each Big6 skill at each grade level However dont over-reach Defll1e goals and objectives that are ambi tious but attai nable Remember these goals and objectives need ro be comprehensive-intended for every srudenr We tecommend identifying between four and eight power learning objectives for each Big6 stage for each grade level Younger srudents strive for simpler goals As students advance the information literacy strategies and skills become more com plex Here is an example related to Big6 stage 2 2 Select the best sources

MayJune 2011

Cross Grade level Evaluate and select appropriate Objective resources Benchmark Grade 1 Choose resources from a limited selection

Benchmark Grade 4 Determine relevant resources

Benchmark Grade 8 Evaluate and select appropriate resources

Interpret information for relevance Benchmark Grade 12 appropriateness detail currency authority

and bias

Montana Office of Public Instruction Essential Learning Expectations for Information Literacy

2 Predictable Plan and implement a consistent intentional program that reaches every student Here too the program should be ambitious but practicaJ How will you be able to reach all students) Are there certain key assessments assignments

Lets also be predi ctable in terms of the schedule Heres where Big6 by the Month comes in Each month there is a schoolwide information literacy learning and inst ructional focus

bull September Overview of the Big6 and Big6 by the Month Program

bull Ocrober Task Definition

bull November Information Seeking Strategies and Location and Access

bull December Revisit and Reflect

bull January Use ofInformation

bull February Synthesis

bull March Revisit and Reflect

bull April Evaluation

bull May C ulminating Activities

Teacher-librarians and classroom teachers who work with the younges t students may prefer the language of the Super3 Plan Do Review Plan involves the Big6 stages of Task Defi nition and Information Seeking Stra tegies Do incorporates Location and Access Use of Information and Synthesis Review focuses on Evaluation of both the students process and producr

Each month we present the emphasized ski ll and specifrc grade level learning objectives in the context of the overall Big6 process We targe t specifrc lessons activities and assessments ro the skill and lea rning obj ectives for the month This approach is nor meant ro cons trict or constrain You can still do a lesson or activity on a different Big6 ski ll in a given month But it does mean that the monthly emphasis is on the m ain skill designated for that month (within the context of an assignment or curriculum topic)

l) D UBRARY M EDIA CON EGlON 1 1

LIbrary and information professionals must step up and commit to developing and delivering Information literacy programs that are comprehensive (reaching all users) predictable (consistent over time) and accountable (measured and reported) II

should link to relevant national or local learning standa rds Essential skiUs pertaining to information and technology literacy appear in curriculum standards as well as national information literacy and technology standards documents For example look at Big6 22 SeleCt the best sources (of information) A variety of standards emphasize the importance of evaluating sources of information

22 Select the best sources

114 Find evaluate and select appropriate sources to answer questions

AASL 115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness for needs importance and social and cultural context

3c Evaluate and select information sources and digitalISlE NElS tools based on the appropriateness to specific tasks

English Gather evaluate and synthesize data from a variety of Language Arts sources

Identify and use a variety of sources providing Social Studies validating and weighing evidence for daims checking

credibility of sources

Common Core R 7 Evaluate content presented in diverse media and formatsCollege

and Career R 8 Evaluate the argument and specific claims in a text Readiness including the validity of the reasoning as well as the Anchor relevance and sufficiency of the evidence Standards

W 8 Gather relevant information from multiple print and R= Reading digital sources assess the credibility and accuracy of

each sourceW = Writing

From Janet Murray Achieving Educational Standards Using the 8ig6 (Linworth 2008) with additional standards from the Common Core Standards Initiative httpcorestandardsorg

Develop grade level objectives for each Big6 skill at each grade level However dont over-reach Defll1e goals and objectives that are ambi tious but attai nable Remember these goals and objectives need ro be comprehensive-intended for every srudenr We tecommend identifying between four and eight power learning objectives for each Big6 stage for each grade level Younger srudents strive for simpler goals As students advance the information literacy strategies and skills become more com plex Here is an example related to Big6 stage 2 2 Select the best sources

MayJune 2011

Cross Grade level Evaluate and select appropriate Objective resources Benchmark Grade 1 Choose resources from a limited selection

Benchmark Grade 4 Determine relevant resources

Benchmark Grade 8 Evaluate and select appropriate resources

Interpret information for relevance Benchmark Grade 12 appropriateness detail currency authority

and bias

Montana Office of Public Instruction Essential Learning Expectations for Information Literacy

2 Predictable Plan and implement a consistent intentional program that reaches every student Here too the program should be ambitious but practicaJ How will you be able to reach all students) Are there certain key assessments assignments

Lets also be predi ctable in terms of the schedule Heres where Big6 by the Month comes in Each month there is a schoolwide information literacy learning and inst ructional focus

bull September Overview of the Big6 and Big6 by the Month Program

bull Ocrober Task Definition

bull November Information Seeking Strategies and Location and Access

bull December Revisit and Reflect

bull January Use ofInformation

bull February Synthesis

bull March Revisit and Reflect

bull April Evaluation

bull May C ulminating Activities

Teacher-librarians and classroom teachers who work with the younges t students may prefer the language of the Super3 Plan Do Review Plan involves the Big6 stages of Task Defi nition and Information Seeking Stra tegies Do incorporates Location and Access Use of Information and Synthesis Review focuses on Evaluation of both the students process and producr

Each month we present the emphasized ski ll and specifrc grade level learning objectives in the context of the overall Big6 process We targe t specifrc lessons activities and assessments ro the skill and lea rning obj ectives for the month This approach is nor meant ro cons trict or constrain You can still do a lesson or activity on a different Big6 ski ll in a given month But it does mean that the monthly emphasis is on the m ain skill designated for that month (within the context of an assignment or curriculum topic)

l) D UBRARY M EDIA CON EGlON 1 1

This calendar can be adjusted ro fit the needs of individual schools or districts bur if all schools and professionals try ro follow the same schedule-across the globe-we can share ideas objectives lessons activities and assessmems It also means that we can work rogether ro publicize and promote the program

The Big6 by the Month program should also be predicrable in terms of the roles of the teacher-librarian classroom reachers technology teachers and other insrructional Staff We all know that there is a wide dispariry in professional teacher-librarian staffing across srates districrs and from school ro school within a disuict Studem ro teacher-librarian rarios vary drastically and this siruation is nor likely ro change any time soon Yet we have failed ro take these differences into a=um when visioning planning and delivering library and information services and instruction in schools

The Big6 by the Month program recognizes rhat there is a difference in the scope and implemenracion of the BigG informacion literacy program and the role of the teacher-librarian based on student-staff ratios For example it is reasonable ro expect a full-time reacher-librarian in an elementary school of 400-GOO srudenrs ro deliver curriculum-centered information literacy lessons ro srudents as well as ro plan and manage the overall informacion literacy program However another full-time teacher-librarian in a school of 1500 or more studenrs or a teacher-librarian split becween cwo or more scrlools cannor offer the same number of lessons or depth of insrruccion In these cases the teacher-librarian must plan and manage the information literacy program and provide lessons suaregies and marerials ro the classroom reacher who must deliver rhe bulk of direcr informacion skills insuucrion

This is all parr of a predicrable program-within which the reaching sralf and school communiry all know the iment and goals of the program and the roles of teacher-librarians classroom reachers and other educarors in seeking ro achieve the goals The predicrable program can also help male the case for increases in professional teacher-librarian staffing by defining whar the currem staff can achieve and how increased professional rime would expand instruction and learning of essential 2Isr cemury information skills

3 Measured Informarion lireracy learning musr be assessed so that students know if they have achieved the desired goals and objeccives Assessment is also essential for rhe classroom teachers and the school in order ro know whether the program is successfully meecing irs goals and objectives and in order ro make adjustments and plan for the future It is crirically importanr to design assessment insuuments thar collecr evidence to which we can apply specific criteria Here are some oprional ways ro measure evidence and crireria

Samples of Evidence

bull Classroom assignment

bull Worksheet

bull Contribution ro discussion

bull Wrinen or verbal explanarion (for choice of topic or sources)

bull Lab report

bull Observation

bull Test

bull Self-assessment

[BigG by the Month Revisir and Reflect (2010) The BigG is copy Michael B Eisenberg and Robert E Berkowitz BigG Associares LLC wwwbigGcom ]

12 LIBRARY MEDIA CONNECTION

Sample Criteria (to use in a checklist rubric or scoring guide)

bull Completeness

bull Accuracy

bull Logic

bull CreariviryInsighr

bull Relevance

bull Credibiliry

bull Sources (number rype range qualiry)

[BigG by rhe Momh Revisit and Reflecr (2010) The BigG is copy Michael B Eisenberg and Robert E Berkowirz BigG Associates LLC wwwbig6com]

The following example shows how ro apply assessment within a lesson First the lesson objective is ro select relevant and credible sources (BigG stage 22) Next students must create journal entries from a person living through World War I or World War II However studems not only list their sources but must also explain why they used those sources Their explanation is the assessment evidence Finally the teacher applies the criteria of logic accuracy relevance and credibiliry ro determine whether or not studems have met the objective

Grade level 910

Grade Level Objective Selection of relevant and credible sources

Subject Area Social Studies

Journal entries from person living in WWI orAssignment WWII

Evidence Sources used and explanation of why used

Reasons are logical and accurate-relevantCriteria credible etc

Big6 by the Month Information Seeking StrategiesLocation amp Access (2010) The Big6 is copy Michael B Eisenberg and Robert E Berkowitz Big6 Associates LLC wwwbig6com

4 Reported Lastly rhe information literacy program must develop and deliver cwo types of formal reporting mechanisms (a) ro the students themselves as well as parents teachers or appropriate others and (b) ro the faculry administration and school board about the nature scope and effectiveness of the information litetacy program Reporting methods will vary depending on the audience Some schools report cards include a line for Library Skills (and other special subjects like physical education and music) ro indicate that it is raught not graded Then the specialist can attach a report on the activities and skills for each grade level ro inform parents Issuing a monthly Ot quarterly repon ro parents adminisrrarors and other reachets would be informarive wherher or not it is attached to rhe report card

MONTHLY WEBINARS The Big6 by rhe Month series provides the conceptual and pracrical foundation ro help you plan and deliver the comprehensive information lireracy program We offet monthly webinars ro support rhe program Each webinar includes all four e1emenrs--defined predicrable measured and reported- as they penain to that months topic Webinars are delivered in the preceding month ro allow educators time ro plan and connect ideas to the schools calendar and amici pared classroom studies Each webinar identifies content standards

MaylJune 2011

relared ro the ropic of the month as well as information literacy and rechnology standards For each ropic we also identifY specific attainable grade level objectives Webinar packets feature sample lessons designed for various grade levels on a variery of academic subjects We have also created a Coogle sire with useful web links for each Big6 stage and a discussion group where participants can ask questions and share their instructional strategies

A webinar participant who works with a Masters of Educarion program reported I feel it is critical that these teachers and administratOrs know how essential

this is for themselves and their K-12 students who are indeed bombarded with information and have access to so many digital tOols and sources-[Q be able ro apply the Big6 is fundamental Another participant commenred Its nice to

know that there are people who take these sysrems and ideas for researching and teaching in genetal make them more workable and then are able to share them with us -

THE BIG6 BY THE MONTH TEAM Dr Michael B Eisenberg is dean emeritus of the iSchool at the University of Washingron and co-founder of rhe Big6 Skills Janet Murray is a retired teacher-librarian and the author of Achieving EducationalStandatds Using the Big6 Colet Barrow is the library-information Iiteracy specialist for the Montana Office of Public Instruction Laura Robinson is an educaror in the Seattle Public Schools and a Super3 author and trainer Sue Wurster is the project manager and executive direcror of Big6 Associates LLC

Future issues of LIllRARY MEDIA CONNECTION will focus on the Big6 by the Month approach ro individual stages of the Big6 Skills and will highlight the related standards objectives lesson plans and activities But why wait

WHAT CAN I DO NOW bull Commit ro Big6 by the Month start planning for next year

bull Communicare and explain Big6 by the Month ro your administrarors and teachers

bull Identify state and national standards

bull IdentifY grade level objectives

bull Register for webinars or access recorded ones

bull Review the web-based materials linked ro the Big6 by the Month site

bull Review this years discuss ions contribute your great id eas

Look at your states content standards andor national standards Fill in standards related to each of the Big6 stages

Language Arts

Social Studies

Science Stage

Other

Information Literacy

ISlE NElS

MayJUne 2011

BIG6 BY THE MONTH This article is the first in a series of articles for a distance learning course In the nexr issue readers will have the option to complete assignments and qualifY to earn CEU credits Beginning with om AugustSeptember issue there will be six articles throughOUt the 2011-2012 school year allowing you to earn up to six CEU credits through this u1cBigG distance learning opportunity For more see vwwlibrarymediaconnectioncom or call (800)368-6868 hr 166

USEFUL WEB LINKS The BigG Associales LLC wvwbigGcom

BigG by lhe Month Webinar Seri es Guide Page vWWbigGcom 20 J01 J011 5bigG-bY-lhe-month-central

BigG by the Month Google Site httpsitesgooglecomsitebigGxthemonth

BigG by the Month GoogJe Discussion Group httpgroupsgooglecomgrou pbGmonth

STANDARDS State Standards provided by Educarion World wwweducationwotldcomlstandardsstate indexshtml

Common Core State Standards Initiative httpcorestanda rdsolg

AASL Standards for lhe 21s1 Cenlury Learner wwwalaorgaaslstandards

National Educational Technology Standards for Students (ISTE NETS-S) wwwisteorgAMTemplale cfmSeclion=NETS

Montana Office of Public Instruction Essential Learning Expecrations for Information Literacy hltpllwwwopimtgov pdfSlandardsl OFebELE_LibMediaxls -

Janet MurrayDr Michael B is a retired teacher-

emeritus of the iSchool Eisenberg is dean

librarian and the at the University of author ofAchieving

Washington and co- Educational Standards Using the Big6founder of the 8ig6 Skills

$ $ e LIBRARY M EDIA CONNECTION 13