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You can do BIG things with Big6 Skills! Big6 is a six-stage model to help anyone solve problems or make decisions by using information. Some call it information literacy, information communication, or ICT skills, or a process, but we call it the Big6.
Using the Big6 information literacy process, you will identify information research goals, seek, use, and assemble relevant, credible information, then to reflect— is the final product effective and was my process efficient. The Big6 information literacy process is completely transferable to any grade level, subject area, or workplace. Big6, state and national instructional standards, and your curriculum all work together hand-in-hand.
High School Diploma Online
Hi All -
I just posted this message to LM_NET, the community for teacher-librarians. I thought I'd share it here as well:
It's been a while since I've posted, but I do continue to lurk. But - I HAD to post about this development and opportunity.
The school library field continues to experience a slow and painful decline in many states and communities. I won't go into the reasons, rather let's focus on some solutions.
1 - focus on the core mission: to ensure that students are effective uses and producers of ideas and information.
2 - focus on the 3 major roles: information literacy instruction, information management, reading advocacy.
3 - think digital, electronic, and technology. Yes, certainly we should continue to develop and promote print collections for fiction, stories, easy books, biography - anything that would be read cover to cover. But, the action is digital-electronic-online. We are central to that.
4 - engage other faculty and administrators in decision-making about priorities for the program. I'm not talking about collection development or purchases; I'm talking about prioritization in terms of the 3 functions and what the library information and technology program should be emphasizing.
5 - stop running around after the "fad of the month" - focus on our core - information literacy, information management, reading advocacy.
Then - when we see a development that is in our "sweet spot" - we should grab it! For a few years, I've been talking about helping to ease the home-to-school technology connection. We should inventory what technologies the students have at home, what they might bring to school if we allowed them, and what operating environments are common (including gaming devices). Then, as part of our information management role, we can work to integrate the various systems so that classroom teachers are able to build instruction around them. I'm not saying this is easy - but that's the good news! As a field, we can seek solutions and share information about how to integrate (cloud services, web-based functions, even using smart phones) - and help to create a common baseline in our schools, districts, and states. And, then we can work on the digital divide issues - providing access and devices to students who do not have them at home.
This is finally hitting the popular press - NY Times today, March 23, 2013
- but there are problems. Again, that's great news for us - for teacher-librarians and our programs. If we can lead in providing solutions and overall information management of the systems, we have a very powerful and important role to play. It's not a new role - information management of library collections and access to materials has always been part of the role of the library program. But, we have often limited our scope to the "library" and not assumed responsibility for other learning resources (e.g., textbooks) or locations (e.g., classrooms). Now is the time to expand our horizons - the library is everywhere, not just in that room with books and shelves and computers and tables, etc. Teacher-librarians can and should facilitate use of information systems throughout the school. Others do this now? IT staff? Great - work with them, but don't under-estimate your possible contribution as seeing the big picture in terms of needs, connections, and solutions.
We can rise to the challenge - but we must be willing to downplay some traditional functions that are no longer mission-critical to the school (yes, like non-fiction print collections) and focus on functions that are - like having every student to have usable devices to access the world of information and knowledge.
Thanks for listening,
Last changed: Mar 23 2013 at 10:14 AMBack
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