Bulloch lm6190 sherpas for the big6

Bulloch lm6190 sherpas for the big6

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  Angela Bulloch LM6190 1 School Librarians: Sherpas for the Big6 Angela Bulloch A student enters the library and slouches at a computer. He scans a Wikipedia blurb about capital punishment and browses electric chairs on Google images. He sighs and enters a new topic: body piercings. A warning window pops up. More sighs. More searching: school uniforms, childhood obesity, food stamps, drunk driving…cell phone-producing brain tumors. This strategically deficient student doesn’t know he demonstrates the classic symptoms of task definition neglect, information overload, and access fatigue. In his view, he seeks something as intangible as air and as daunting as Everest—a research topic. An observer approaches with care. She has trudged through topic swamps before, and has synthesized the steep terrain of research. She understands the causes and contributors to the student’s dilemma and must guide him in his expedition, for she is a Sherpa for the academically vulnerable, she is a literate problem solver. An information explorer. A librarian. Scenarios like this occur every day in schools as students encounter increasingly abundant resources that are difficult to traverse without sufficient literacy skills. If learners are to become successful information explorers under progressively intimidating conditions, how can educators facilitate these obstacles so they become pathways to success? Fortunately, the answers lie in the likeliest of places, school libraries, where visitors arrive thirsty for direction and should, therefore, leave nourished. Library educators can improve problem solving processes by understanding student obstacles, equipping them with relevant strategies, and by guiding them in a healthy struggle toward higher level learning.
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  Angela Bulloch LM6190 2 More than a century ago, John Dewey, a well known philosopher of education (not to be confused with the creator of the Dewey Decimal System) wrote: “At present, the work of teaching must not only transform natural tendencies into trained habits of thought, but must also fortify the mind against irrational tendencies current in the social environment, and help displace erroneous habits already produced” (Dewey 2013—originally 1910). Dewey’s statement is not only relevant to school librarians today, but serves as a reminder that information literacy skills and their inherent difficulties do not change, despite the countless advancements we’ve experienced in technology and education. Today’s children are offspring of the Digital Age. Their fingertips literally access worlds of knowledge, yet they are limited by their understanding of how to utilize information effectively. Curriculum dictates how educators assess research, yet subject choice is most often freely granted. School libraries are linked to scholarly databases, yet students search randomly for easily accessible resources. The combination of what is and what if creates confusion for young researchers, who must navigate potential information that is relevant, interesting, and manageable. Certainly, advances in technology increase information access, but they also decrease sustained curiosity and patience. Thus, many students face cognitive decisions they are not developmentally prepared to address, which creates frustration early in the process. Many feel their academic quests must align like the stars of Orion’s belt to harness their full efforts. Surely, there are a few who are inherently inquisitive and focused, but the majority of student researchers become anxious and uncertain in the process. They are not trained to think critically or approach research strategically. As a result, they lose focus, direction, and drive. Some choose shortcuts, others surrender, but the outcome is generally similar—a predominance
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  Angela Bulloch LM6190 3 of avoidant research behaviors, which suppresses critical thinking practices and hinders future academic achievement. Most often, the question isn’t whether students are computer literate or capable of carrying out a series of specific steps, but what it is that fuels fear and anxiety surrounding research. Students are relatively unaware that research avoidance patterns inhibit them on deeper levels. They have been taught that learning is hard, and, therefore, not fun—that school is something they have to do, rather than a playground for thought and practical living. This view is detrimental to youth who fail to recognize that research is problem solving, and problem solving is at the heart of all learning. Moreover, learning enhances communication and life experiences. Most youth lack the critical thinking skills to make connections between their learning efforts and life quality, just as they lack the experience to make sound research decisions. A school librarian must be the primary information advocate in the school. She is the trailblazer for knowledge and one who can significantly reduce fears surrounding research. The Sherpa librarian must tread with caution, however. Though she bears pertinent knowledge, she must not carry a student’s load. Effective guidance requires effective questioning, for where there are answers, there must be questions. Though research is complex and abstract, the process involves asking pivotal questions that inevitably lead to more questions which must be researched in order to provide more accurate “answers”. Clearly, inquiry is the groundwork of all problem solving strategies. Education experts suggest that “inquiry-based learning refers to both a process of seeking knowledge and new understanding, as well as a method of teaching…where both students and teachers are ‘compatriots in the search for knowledge’” (Spronken-Smith and Walker 2010). This shared process doesn’t have to be haphazard or frightening, for there is a map that outlines
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  Angela Bulloch LM6190 4 the journey. The Big6 model provides an action plan for research that focuses on inquiry and process. By beginning with the course in mind, even the reluctant navigator may identify a path of action that will greatly increase his intended arrival. Creators of the commonly-utilized Big6 view research as an ascending process, with each step building on the previous. Their work is a template of problem solving strategies that provides structure, scope, and sequence for librarians and other educators who guide students through research. Of course, solving problems isn’t new to the human condition. However, the application of these skills and strategies to technology and information reinforces their relevancy and value (Eisenberg, Birkowitz, Jansen, and Little 1999). The Big6 model guides one through the switchbacks of research, and as students systematically define given tasks and move forward with clear goals and direction, they develop new habits that benefit current and future research practices and critical thinking skills. Understanding the obstacles students face benefits librarians who must design information literacy programs to assist the youth of their schools. But how can school librarians utilize this knowledge and push students to take the first step? They can create library spaces that revolve around the Big6 model. They can design monthly contests, games, and other activities that focus on one or more of the steps. They can present intriguing problems that must be solved through complex research and offer rewards for those who complete the challenge. They can display posters that address the model and they can include Big6 step reminders near school computers and work stations. They can provide in-service training to teachers, so the model is reinforced in classrooms and memorized throughout the school. Basically, they can model the model. Coincidentally, they can utilize the Big6 approach to address their Big6 instruction questions, for the model can be applied to any problem solving issue that requires answers.
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  Angela Bulloch LM6190 5 When one realizes the universal strategies presented in the model, its educational significance becomes most apparent. Moreover, the problem solving skills students gain from its extensive use throughout the school transfers to real life skills that are necessary to the growth and development of youth. The first step, Task Definition, points to purpose, and purpose links to choice. This step is not only foundational, but often the most difficult to achieve. Students have a hard time linking the purpose of a specific research assignment to the most appropriate subjects within their realms of possibilities. They tend to choose topics they already know about or those that are too broad or narrow to retain focus. Librarians must ask questions of students who seek answers and must expect them to know the purpose of their research assignment. Students must understand that they assist the librarian in helping them—that librarians are expert guides, but they are responsible to take the steps. A school librarian may take the mystery out of the steps by utilizing Big6 model workbooks for student practice. Besides these reproducible materials, there are countless websites, lesson plans, and PowerPoint presentations available that have already been created by school library educators and teachers. One doesn’t need to look far to find Big6 support. Available instructional materials include brainstorming strategies for choosing topics. These help students determine the information problem for a specific task, so they may identify what information will be needed to address the problem. Through inquiry-based instruction and the Big6 model, students learn how to formulate research questions that narrow topic choices, yet lead to further inquiry. The second step requires students to practice Information Seeking Strategies by focusing on potential sources, where they might be located, and which ones serve the task definition and
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  Angela Bulloch LM6190 6 information problem best. School librarians provide critical direction at this phase, as their knowledge of a collection is useful in directing students toward quality databases, such as Ebsco and Pioneer Online Library, scholarly sources, pertinent reference materials, and in-house books. Once students are on their way to gathering applicable, worthy sources, they are less likely to rely on Wikipedia or other questionable sites. Furthermore, the information found in quality sources is useful, propels interest, and promotes endurance for the remainder of the research process. Many students will discover they enjoy learning at this stage—a critical realization that builds higher level thinking skills. The third step, Location and Access, requires a sifting through one’s quality sources to locate information that serves the research question. This process takes time and focus, because students will inevitably identify gaps in their information and understanding. When researchers arrive here, they know the process is working, for they begin to see what they do not know, which propels them to ask and answer additional questions. Continued research of quality sources creates good information literacy habits and promotes a lifelong love for learning. As gaps of understanding are filled, students are less anxious by the overall process, pleased by their learning progress, and more inclined to follow through to the end. Fresh understanding leads to the Use of Information which requires one to select the best material that serves the task definition and research questions. When this occurs, a student’s work and the librarian’s guidance are both validated. By now, the student researcher has gained confidence for the completion of the research task and has learned a great deal about the topic along the way. This step is an important part of the evolution that takes place through the Big6 model, as the cyclical process of questioning, locating, sorting, and utilizing information promotes overall quality. When quality is achieved, students are empowered.
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  Angela Bulloch LM6190 7 The evolution of organization not only improves quality, but forces students to practice executive functioning skills that help them learn how to learn. This is, perhaps, where the real magic of research takes place, for the cycling of previous steps provides the foundation for Synthesis of the entire research process. At this point, the material is well-ordered, the majority of information gaps have been filled, and the researcher is able to make further changes that increase quality and ownership. The Evaluation stage encourages cognition reflection, which reinforces the learning that has taken place in each of the Big6 steps. Now, the problem solver has answers and feels mounting anticipation and excitement for a big finish. Indeed, knowledge is power, and if school librarians are to impart their professional wisdom, they must accept the responsibility of their positions as information literacy advocates. Big6 model creators state: “Information and technology literacy is a major concern througho ut our society in education, in business, and in our personal lives. There is widespread recognition that basic life skills for the 21st century are related to the use of information and technology. All people need the ability to identify information needs and then find, use, apply, and evaluate information for those needs” (Eisenberg and Birkowitz 2003). Librarians who assist in problem solving processes experience vicarious pleasure when a student explores information effectively. It feels good to help others help themselves, and the student who successfully navigates the course with or without guidance has gained more than a completed research assignment. Certainly, the Sherpa librarian has endured problem solving situations many times. These victories increase her awareness of a school’s learning journey, which is her true task definition. As she continues to seek information that will benefit student literacy, her location and access skills will help her identify and utilize relevant, quality resources, so she and other educators may provide credible instructional practices. The synthesis
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  Angela Bulloch LM6190 8 of her knowledge applied to quality instruction will reflect in student achievement that transcends libraries and classrooms. Ultimately, her payoff comes when the student solves his research problems and arrives at the summit—after struggling, applying, and practicing the higher level thinking skills he once thought were insurmountable. Consequently, it isn’t lonely at the top.
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  Angela Bulloch LM6190 9 Bibliography Dewey, John. How we Think.CreateSpace Independent Publishing Platform: 2013 (originally 1910). How we Think is the work of a prominent educational philosopher who, in his writings, addresses thinking human thinking patterns and the significance they play in all aspects of life, particularly teaching and learning. Eisenberg, Mike and Bob Birkowitz. The Definitive Big6 Workshop Handbook. Linworth, 2003. Written by the creators of the Big6 model, The Definitive Big6 Workshop Handbook provides thorough information about how to use the model and offers instructional ideas and materials that are useful to librarians and classroom educators. Eisenberg, Mike, Bob Berkowitz, Barbara A. Jansen, and Tami J. Little. Teaching Information & Technology Skills. Linworth: 1999. This book provides practical knowledge for librarians and educators who teach information literacy skills. The creators of the Big6 model utilize their research to provide the rationale for schools utilizing the framework. Eisenberg, Mike, Bob Berkowitz, and Janet Murray. “Applying Big6 Skills and Information Literacy Standards to Internet Research.” Book Report. Nov/December, 2000, Vol. 19, I Issue 3. This article addresses practical application of the Big6 strategies for students during research. Teaching internet use is addressed as well as the search and location of other applicable research materials that are useful during the research process. Hughes, Sandra. “The Big6 as a Strategy for Research.” School Libraries in Canada: 2003, Vol. 22, Issue 4. This artcle utilizes the Big6 model and template for student research, as the steps address problem solving skills for various types of research. Spronken-Smith, Rachel and Rebecca Walker. “Can Inquiry-based Learning Strengthen the Links between Teaching and Disciplinary Research?” Studies in Higher Education. September, 2010, Vol. 35, Issue 6. This article addresses inquiry-based learning and how it improves research process practices and the teaching of these strategies.