The Impact of the The Impact of the Big 6 on Middle Big 6 on Middle School Research School Research

ProjectsProjectsMartha HovanecMartha Hovanec

April 30, 2008April 30, 2008

EDUC 600EDUC 600

FocusFocus

How does use of the Big 6 How does use of the Big 6 information literacy model information literacy model

impact the focus, confidence, impact the focus, confidence, and success of 7th grade and success of 7th grade

regular and special education regular and special education students undertaking a Greek students undertaking a Greek

and Roman mythology research and Roman mythology research project?project?

AbstractAbstract

Students’ confidence, understanding Students’ confidence, understanding of the process and requirements of of the process and requirements of the research task, and focus were the research task, and focus were positively impacted based on student positively impacted based on student and teacher qualitative data. and teacher qualitative data.

Quantitative data reflecting student Quantitative data reflecting student success is less definitive.success is less definitive.

LiteratureLiterature““An Investigation of Factors That May De-An Investigation of Factors That May De-

motivate Secondary School Students motivate Secondary School Students Undertaking Project Work: Implications Undertaking Project Work: Implications for Learning Information Literacy” for Learning Information Literacy”

No information literacy instruction or No information literacy instruction or scaffolding to support projectsscaffolding to support projects many students reported feeling that they many students reported feeling that they

lacked the skills to complete the projectlacked the skills to complete the project students were not accessing the types of students were not accessing the types of

information appropriate to the assignments information appropriate to the assignments little synthesis of information little synthesis of information plagiarism was common plagiarism was common

De-motivating factors other than the lack De-motivating factors other than the lack of information literacy trainingof information literacy training choice of topic, amount of group work, amount choice of topic, amount of group work, amount

of support, and work environmentof support, and work environment

LiteratureLiterature““The Big Six Information Skills As a The Big Six Information Skills As a

Metacognitive Scaffold: A Case Study”Metacognitive Scaffold: A Case Study” Students demonstrated metacognitive Students demonstrated metacognitive

behaviors in the on-line program, journals, behaviors in the on-line program, journals, interviews, and class interactions. interviews, and class interactions.

The data reflected a higher level of student The data reflected a higher level of student confidence about their ability to plan and confidence about their ability to plan and accomplish the steps of the research process accomplish the steps of the research process

Exceeded the teacher’s expectations Exceeded the teacher’s expectations Products-- despite being an unfamiliar Products-- despite being an unfamiliar

genre or format (a news article)genre or format (a news article) Process-- engaged in the project and Process-- engaged in the project and

demonstrated the ability to plan their demonstrated the ability to plan their individual research and to evaluate individual research and to evaluate themselves and their work. themselves and their work.

LiteratureLiterature

The presence or absence of The presence or absence of information literacy instruction information literacy instruction and the support that an and the support that an information literacy model information literacy model provides had a significant affect provides had a significant affect on student motivation, on student motivation, metacognition, learning, and metacognition, learning, and success. success.

What is the Big 6?What is the Big 6?

Information Literacy Model developed Information Literacy Model developed by Mike Eisenberg and Bob Berkowitz by Mike Eisenberg and Bob Berkowitz http://www.big6.com/category/overview-of-big6-skills/http://www.big6.com/category/overview-of-big6-skills/

““AA process model of how people process model of how people solve an information problem”solve an information problem”

Steps are recursive and iterative, not Steps are recursive and iterative, not linearlinear start anywherestart anywhere go in any order go in any order should revisit the steps repeatedlyshould revisit the steps repeatedly

What is the Big 6?What is the Big 6?

1. Task Definition (Define problem, identify 1. Task Definition (Define problem, identify info needed)info needed)

2. Information Seeking Strategies (possible 2. Information Seeking Strategies (possible and best)and best)

3. Location and Access (Find sources and 3. Location and Access (Find sources and info) info)

4. Use of Information (Engage and extract)4. Use of Information (Engage and extract) 5. Synthesis (Organize and present)5. Synthesis (Organize and present) 6. Evaluation (Process and product)6. Evaluation (Process and product)

Introduction to the Introduction to the projectproject

Research project daunting Research project daunting Multi-step taskMulti-step task IndependenceIndependence Length of projectLength of project

Lack of confidenceLack of confidence Lack of focusLack of focus Failure to complete process and/or Failure to complete process and/or

productproduct

Introduction to the Introduction to the projectproject

Variation of previous projectVariation of previous project Collaborative projectCollaborative project

Language Arts teacher-Christine MatylewiczLanguage Arts teacher-Christine Matylewicz Special Education/Inclusion teacher-Keith Special Education/Inclusion teacher-Keith

DunkelbergerDunkelberger Last minute changesLast minute changes

Special education teacher-Delores MartinSpecial education teacher-Delores Martin PopulationPopulation

1 Inclusion class 1 Inclusion class 1 Special Education class1 Special Education class 1 regular education class 1 regular education class

Student taskStudent task Research a Greek or Roman god or goddess (or Research a Greek or Roman god or goddess (or

other character)other character) Take notesTake notes Create a bibliographyCreate a bibliography Create a posterCreate a poster Present orallyPresent orally http://www.psdnet.org/mhovanec/ENGLISH/Mrs.http://www.psdnet.org/mhovanec/ENGLISH/Mrs.

%20MAtylywicz'%20Mythology%20project.htm%20MAtylywicz'%20Mythology%20project.htm

MethodMethod Mini-journals/surveys for students Mini-journals/surveys for students

(confidence)(confidence) Day 1 after task introducedDay 1 after task introduced

Likert scale: worried to confidentLikert scale: worried to confident What letter grade do you think you’ll get?What letter grade do you think you’ll get? What worries you about this project?What worries you about this project?

Day 2 /3 after Big 6 Organizer completed Day 2 /3 after Big 6 Organizer completed (confidence)(confidence)

Do you feel able to complete this project?Do you feel able to complete this project? Why or why not?Why or why not?

Day 3 /4 (focus, comprehension of task Day 3 /4 (focus, comprehension of task /process)/process)

What do you need to do tomorrow?What do you need to do tomorrow?

MethodMethod

On-task/off task checks during On-task/off task checks during independent research (focus)independent research (focus)

Teacher observations and surveysTeacher observations and surveys noted teacher comments during the projectnoted teacher comments during the project Post-project survey Post-project survey

Student surveysStudent surveys noted student comments during the projectnoted student comments during the project Post-project survey Post-project survey Process and product gradesProcess and product grades

Data-ConfidenceData-Confidence

Confidence level

14 15

20

810 10

5 5

1 2 1 1

0

5

10

15

20

25

pd 4DAY

1

pd 4DAY

2

pd 4DAY

8

Pd 8DAY

1

Pd 8DAY

2

Pd 8DAY

8

CONFIDENT

NOT CONFIDENT

Pre-Big 6: WorriesPost-Big 6: Do you feel able to complete this project? Why or Why not?

Pd 4 Pd 5 Total Period 4 Period 8 Total

Work habits/time 4 2 6 Low confidence about time/work habits 2 0 2

Content knowledge 2 0 2 Low confidence about knowledge 2 0 2

Partners 4 0 4 Low confidence in partners 3 1 4

Accessing information 3 2 5 TOTAL NEGATIVE     8

Oral Presentation 4 5 9 BIG 6 1 1 2

Poster 1 1 2 Fun 0 2 2

Everything 0 2 2 Easy 5 4 9

Nothing 4 0 4 Support 0 2 2

Total 34 Time 0 1 1

Previous content knowledge 2 2 4

Partners 0 1 1

External Motivator-parents/passing 3 0 3

TOTAL POSITIVE     24

Student reported worries Student reported worries and concerns that impact and concerns that impact

confidenceconfidence Day 1 Pre-Big 6 WorriesDay 1 Pre-Big 6 Worries

““What worries me about this project is not What worries me about this project is not getting it done and not having enough time.”getting it done and not having enough time.”

““not finishing or forgetting to include not finishing or forgetting to include something”something”

Day 2 Post-Big 6 Do you feel able to Day 2 Post-Big 6 Do you feel able to complete the project? Why or why not?complete the project? Why or why not? Yes “Because I have a list”Yes “Because I have a list” Yes “It doesn't seem so hard & we are being Yes “It doesn't seem so hard & we are being

helped by the Big 6 Assignment organizer.”helped by the Big 6 Assignment organizer.”

Data-FocusData-Focus

On Task vs Off Task Snaphot

On task86%

Off task14%

On task

Off task

0 2 4 6 8 10 12 14 16

Self-evaluation

Timeline

How will I show results?

How will I record info?

What key words will I use?

Where will I locate resources?

What info do I need?

Task definition

Very Helpful

Moderately Helpful

Not at All Helpful

Student perception of Student perception of helpfulness of Big 6 helpfulness of Big 6 sections post-projectsections post-project

Student Survey Student Survey ResponsesResponses

““It (the Big 6 organizer) helped It (the Big 6 organizer) helped me understand what to do and me understand what to do and to know what were (sic) or to know what were (sic) or soposed (sic) to do”soposed (sic) to do”

It was (worth the added time) It was (worth the added time) because I got lost then looked at because I got lost then looked at the Big 6 and got back on the Big 6 and got back on track.”track.”

Teacher Survey Teacher Survey ResponsesResponses

All 3 teachers and 1 paraprofessional: All 3 teachers and 1 paraprofessional: Big 6 helpful to studentsBig 6 helpful to students Worth the extra day Worth the extra day

““Helped students organize info”Helped students organize info” “…“…Provided a step-by-step guide for Provided a step-by-step guide for

students, which allowed them to focus students, which allowed them to focus more on the quality of their work.”more on the quality of their work.”

““accountability for students”accountability for students” ““focus for the day”focus for the day” ““Objectives in front of them”Objectives in front of them” ““Kept student on task and focused”Kept student on task and focused”

Teacher perception of Teacher perception of helpfulness of Big 6 helpfulness of Big 6 sections post-projectsections post-project

0 0.5 1 1.5 2 2.5 3 3.5

Self-evaluation

Timeline

How will I show results?

How will I record info?

What key words will I use?

Where will I locate resources?

What info do I need?

Task definition

Very Helpful

Moderately Helpful

Not at All Helpful

Compared to similar research projects done in class with similar populations

Much more than usual

Slightly more than usual

About the same as usual

Slightly less than usual

Much less than usual

Students understood the task 1 2 0 0 0

Students seemed confident 1 2 0 0 0

Students were on-task during research 0 3 0 0 0

Students handed in the steps of the process 2 1 0 0 0

Notes handed in were acceptable 1 2 0 0 0

Actual Grades for Total Actual Grades for Total ProjectProject Grades on process and productGrades on process and product

1 class-250 possible points (87.77% mean score)1 class-250 possible points (87.77% mean score) 2 classes’ grades-350 possible point (90.58% mean score)2 classes’ grades-350 possible point (90.58% mean score) Despite use of rubric, grade reliability and validity in Despite use of rubric, grade reliability and validity in

questionquestionTotal Project Grades

A's46%

B's31%

F's3%

INCOMPLETES6%

C's14%

D's0%

A's

B's

C's

D's

F's

INCOMPLETES

ConclusionsConclusions

Use of the Big 6 Use of the Big 6 Increased student confidenceIncreased student confidence Improved students’ understanding of Improved students’ understanding of

the taskthe task Helped students to successfully Helped students to successfully

complete the steps of the taskcomplete the steps of the task May have improved final productMay have improved final product Was positively perceived by both Was positively perceived by both

teachers and studentsteachers and students

Planned ActionPlanned Action

Continued use of Big 6 on research projectsContinued use of Big 6 on research projects Use data to encourage teachers who have Use data to encourage teachers who have

been reluctant to spend the time on the Big been reluctant to spend the time on the Big 66

If Big 6 is used at each grade level, If Big 6 is used at each grade level, emphasize different steps for different projectsemphasize different steps for different projects Students will internalize the processStudents will internalize the process

Use feedback from survey to revise and hone Use feedback from survey to revise and hone Big 6 OrganizerBig 6 Organizer

ResourcesResources American Library Association (2006, July 24). American Library Association (2006, July 24). Presidential Presidential

Committee on Information LiteracyCommittee on Information Literacy. Retrieved March 02, 2008, . Retrieved March 02, 2008, fromfromhttp://www.ala.org/ala/acrl/acrlpubs/whitepapers/presidential.cfhttp://www.ala.org/ala/acrl/acrlpubs/whitepapers/presidential.cfm m

Smith, M., & Hepworth, M. (March 2007). An investigation of Smith, M., & Hepworth, M. (March 2007). An investigation of factors that may demotivate secondary school students factors that may demotivate secondary school students undertaking project work: Implications for learning information undertaking project work: Implications for learning information literacy.literacy. Journal of Librarianship and Information Science, 39, Journal of Librarianship and Information Science, 39, 3-15. 3-15. doi:10.1177/0961000607074810doi:10.1177/0961000607074810

Wolf, S., Brush, T., & Saye, J. (2003). The Big Six information Wolf, S., Brush, T., & Saye, J. (2003). The Big Six information skills as a metacognitive scaffold: A case study. skills as a metacognitive scaffold: A case study. School Library School Library Media ResearchMedia Research, 6. Retrieved March 1, 2008, from , 6. Retrieved March 1, 2008, from http://www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/slmrconthttp://www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume62003/bigsixinformation.cfments/volume62003/bigsixinformation.cfm

What is the Big 6? (2007, October 17). Retrieved March 2, What is the Big 6? (2007, October 17). Retrieved March 2, 2008, from http://www.big6.com/showarticle.php?id=4152008, from http://www.big6.com/showarticle.php?id=415