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  • Welcome!
  • Meet Ms. H
  • Summer Reading
  • Read Alouds
  • Media Literacy Choice board
  • Literacy Activities
    • Research Skills
    • Citing/Bibliography
    • Lessons
    • Student Book Reviews
    • The Real Story of the Three Little Pigs
    • The Boy who Harnessed the Wind
  • Virtual Maker Space
  • Emoji Writing
  • Keyboarding
  • Let's Stick Together!
  • Reading Challenges
  • Destiny-Find a book
  • Monthly Choice Boards
  • How Can I Help?
  • Volunteer Opportunities
  • Commerce Public Library
  • Internet Safety
  • Dewey Decimal
  • Behavior
  • Policies
  • Copyright
  • Professional Involvement
  • Primary Sources
  • Programs
    • Canva
    • Popplet
    • Nearpod
  • Newsletters
  • Google Forms and Keep

Research Skills 

Research Skills

WHY THE BIG6 AND SUPER3?

We all suffer from information overload. There’s just too much “stuff” out there, and it’s not easy to keep up. At the same time, there’s an irony—yes, we are surrounded by information, but we can never seem to find what we want, when we want it, and in a form we want it so that we can use it effectively.

One solution to the information problem is to speed things up. We try to pack in more and more content, to work faster to get more done. But, this is a losing proposition. Speeding things up can only work for so long. Instead, we need to think about working smarter, not faster. There is an alternative to speeding things up. This solution builds skills and understandings so we can find, process, and use information effectively. This smarter solution focuses on process as well as content. Some people call this smarter solution information literacy or information skills instruction. We call it the Super3 and the Big6.  
WHAT IS THE SUPER3?
The Super3 contains the same basic elements as the Big6 but is written for students under the college age to better understand.


1. PLAN (BEGINNING) When students get an assignment or a task, BEFORE they start doing anything, they should think:
  • 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?  
  • What am I going to use in my research?  
  • Did I use multiple sources?  Internet?  Books?  
  • Should I believe everything on the internet?  

Big6 Steps:
  • Task Definition
  • Information Seeking Strategies

2. DO (MIDDLE)
In the Middle the students DO the activity. This is where they read, view, tell, draw a picture, take notes, organize information, etc...

Big6 Steps:
  • Location and Access
  • Use of Information
  • Synthesis

3. REVIEW (END)
Before finishing the product and turning it in, students should stop and think— Is this done?  Did I do my best?  Did I cite my references? 
  • Did I do what I was supposed to do?
  • Do I feel ok about this?
  • Should I do something else before I turn it in?

Big6 Step:
  • Evaluation

https://static1.squarespace.com/static/59a303936a49631dd51f9a7d/t/5b930bd04d7a9cece56571a6/1536363475285/Big6ZenOverview.pdf

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