All eighth grade students participate in the information and technology literacy course, which is part of the thirty-day unified arts rotation. This course completes the sequence that begins in sixth grade with thinking skills and continues in seventh grade with research strategies. Through this assured learning experience students will become efficient and effective users and producers of information, using the information and technology tools necessary for success in lifelong learning.

Course Description

Using the Connecticut Computer Technology Standards, the Connecticut Learning Resources and Information Technology Standards and the Big6Ô Information Problem-Solving Skills as a framework, students will create a WebQuest connected to a topic from one of the middle school curriculum areas. At the completion of the course students will:

Ø Use technology tools for individual and collaborative writing, communicating, and publishing activities to create informational products for audiences inside and outside the classroom.

Ø Evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources.

Ø Understand the responsible use of information, hardware and networks.

Ø Use personal productivity software to create products in a wide range of formats.

Content

The following list reflects the major content areas for the course.

Ø Technology proficiency test

Ø Tutorials for review of technology skills

Ø Network navigation

Ø Responsible use of information and technology

Ø Big6Ô information problem-solving skills

Ø WebQuest process and design overview

Ø Presearch (brainstorming topics, selecting topics, defining keywords and developing an essential question)

Ø Copyright, plagiarism, and citing sources

Ø Search strategies (keyword and Boolean)

Ø Resource evaluation (e.g. books, magazines, Web sites)

Ø Graphic organizers ( using Inspiration for brainstorming topics and note-taking)

Ø Web page design (FrontPage)

Ø WebQuest development

Ø Evaluation (WebQuest and information process)

State Standards

Connecticut State Department of Education

Learning Resources and Information Technology Content Standards

www.state.ct.us/sde/dtl/curriculum/frlrit.pdf

Defining Information Needs
Information Systems
Information Strategies
Information Processing
Application
Evaluation
Responsible Use of Information

Connecticut State Department of Education

Computer Technology Competency Standards for Students

http://www.state.ct.us/sde/dsi/technology/StudentCompv2.pdf

Basic Operations and Concepts
Social Ethical and Human Issues
Technology Productivity Tools
Technology Communication Tools
Technology Research Tools
Technology Problem-Solving and Decision-Making Tools

The Big6Ô Skills

Task Definition
1.1 Define the problem
1.2 Identify the information requirements of the problem
Information Seeking Strategies
2.1 Determine the range of possible sources
2.2 Evaluate the different possible sources to determine priorities
Location and Access
3.1 Locate sources (intellectually and physically)
3.2 Find information within resources
Use of Information
4.1 Engage (e.g. read, hear, view) the information in a source
4.2 Extract information from a source
Synthesis
5.1 Organize information from multiple sources
5.2 Present information
Evaluation
6.1 Judge the product (effectiveness)
6.2 Judge the information problem-solving process (efficiency)

Big6Ô is copyright ã 1987 Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

Glossary

Term	Definition
Assured learning experiences	An activity that every student participates in.
Bibliographic format	Prescribes how the complete information about an item should be listed according to a recognized style manual.
Big6Ô	A model that assists students with problem solving and is used in the teaching of information literacy skills. The six steps in the model are Task Definition, Information Seeking Strategy, Location and Access, Use of Information, Synthesis and Evaluation. The model, developed by Michael Eisenberg and Robert Berkowitz, was presented in their 1990 book entitled Information Problem-Solving: the Big Six Skills Approach to Library and Information Skills Instruction.
Boolean logic*	A system of logic named for George Boole, a British mathematician. Most online searching uses Boolean logic to develop search strategies. Logical operators – AND, OR, and NOT- are used to indicate relationships among search terms or sets of citations. Venn diagrams are used to indicate the relationships that result from using these logical operators. The operators are commonly referred to as Boolean operators.
Boolean operators*	The logical functions AND, OR and NOT used as part of a search strategy that allows users to define and limit the scope of their searches. The operator AND retrieves only items with both terms; OR retrieves items with either term, and NOT retrieves items with one term and not the other.
Boolean search*	Using the logical functions AND, OR, and NOT to expand or narrow a search in an electronic database. The operators AND and NOT narrow a search. The operator OR expands a search. Searches that use these operators, such as between keywords, tend to produce a relevant and manageable list of hits.
Copyright*	A legal right given to authors, composers, or publishers to publish a work for a specified number of years. Copyright offers protection from the work being copied by others without permission.
Database*	Information (data) in a machine-readable format that can be searched by a computer. The information is organized in files that contain records consisting of data that have been input into fields. For example, an address file may have one record for each individual whose address is included. Each record may have one field for a name, another field for a street address, another field for a ZIP code, and another field for a telephone number. These files can be organized, retrieved, searched, and changed by using a database management system.
Essential question	Specific, open-ended, thought-provoking questions that probe the factual and conceptual levels of understanding. The role of essential questions is to create interest and a need to know leading toward deeper understanding of the generalizations and principles that structure the knowledge of a discipline.
Graphic organizer	A visual means of organizing information.
Information literacy*	The ability to locate, evaluate, understand, and use information effectively.
Keyword*	A searchable word such as a significant word in a title or subject heading.
Plagiarism*	An expression, idea, or plot taken from another person’s work and used as one’s own without giving proper credit for the language, thoughts, or ideas of the original creator.
Rubric*	Criteria established to describe what must be included or completed to satisfy requirements for an assignment or project.
Works cited	Appearing at the end of the paper, this list contains all types of works cited in the text.

Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 5^th ed. New York: The Modern Language Association, 1999.

Learning Resources and Information Technology: State Curriculum Guide. http://www.ces.k12.ct.us/new/learningservices/Curriculum_Development/lrit/Glossary/glossary.doc

*McCain, Mary Maude and Martha Merrill. Dictionary for School Library Media Specialists: A Practical and Comprehensive Guide. Englewood: Libraries Unlimited, 2001.

Bibliography

American Association of School Librarians and Association for Educational Communications and Technology. Information Power: Building Partnerships for Learning. Chicago: American Library Association, 1998.

Eisenberg, Michael B. and Robert E. Berkowitz. Teaching Technology and Information Skills: The Big6Ô in Secondary Schools. Worthington: Linworth Publishing, 2000.

Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 5^th ed. New York: Modern Language Association, 1999.

Koechlin, Carol and Sandi Zwaan. Info Tasks for Successful Learning. Pembroke Publishers Limited, 2001.

McCain, Mary Maude and Martha Merrill. Dictionary for School Library Media Specialists: A Practical and Comprehensive Guide. Englewood: Libraries Unlimited, 2001.

Ryan, Jenny and Steph Capra. Information Literacy Toolkit: Grades 7 and Up. Chicago: American Library Association, 2001.

Stanley, Deborah. Practical Steps to the Research Process for the Middle School. Englewood: Libraries Unlimited, 2000.

Appendix A: Alignment Documents

Alignment of Learning Resources & Information Technology (LRIT) Content Standards with Big6Ô Information Problem-Solving Skills

Connecticut LRIT Content Standards

Big6Ô Information Problem-Solving Skills

Standard 1: Defining Information Needs

Students will define their information needs and identify effective courses of action to conduct research, solve complex problems, and pursue personal interests.

Big6Ô Skill #1: Task Definition

1.1 Define the problem

1.2 Identify the information requirements of the problem

Standard 2: Information Systems

Students will apply principles of organized

information systems to learning endeavors.

Big6Ô Skill #3 Location and Access

3.1 Locate sources (intellectually and physically)

3.2 Find information within sources

Standard 3: Information Strategies

Students will demonstrate a command of information skills and strategies to locate and use effectively print, nonprint, and/or electronic resources to solve problems, conduct research and pursue personal interests.

Big6Ô Skill #2: Information Seeking Strategies

2.1 Determine the range of possible resources

2.2 Evaluate the different possible sources to determine priorities

Standard 4: Information Processing

Students will apply evaluative criteria to the selection, interpretation, analysis, reorganization, and synthesis of information from a variety of sources and formats.

Big6Ô Skill #4: Use of Information

4.1 Engage (e.g. read, hear, view) the information in a source

4.2 Extract information from a source

Big6Ô Skill #5: Synthesis

5.1 Organize information from multiple
sources

Standard 5: Application

Students will use appropriate technologies to create written, visual, oral, and multimedia products to communicate ideas, information, or conclusions to others.

Big6Ô Skill #5: Synthesis

5.2 Present information

Standard 6: Evaluation

Students will evaluate the effectiveness and efficiency of their own choices and use of information and technology for problem-solving and communication.

Big6Ô Skill #6: Evaluation

6.1 Judge the product (effectiveness)

6.2 Judge the information problem-solving process

Standard 7: Responsible Use of Information

Students will demonstrate the responsible and legal use of information resources, computers or other technologies, recognizing the attendant social, economic, and ethical issues.

Big6Ô Skill #4: Use of Information

4.1 Engage information respecting the principles of intellectual freedom, intellectual property and using technology in a responsible manner

Big6Ô Skill #5: Synthesis

5.1 Organize information using proper citation to identify sources

Big6Ô is copyright ã 1987 Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

Alignment of Connecticut Standards & Information Processing Skills Summary for the Middle School

Computer Technology Competencies

Learning Resources & Information Technology

Big6Ô Information Problem-Solving Skills

CT Computer Technology Competency Standards	CT Learning Resources & Information Technology Standards	Big6Ô Information Problem-Solving Skills
1. Basic Operations and Concepts	2. Information Systems	3. Location and Access
2. Social, Ethical and Human Issues	7. Responsible Use of Information	4. Use of Information 5. Synthesis
3. Technology Productivity Tools	5. Application	5. Synthesis
4. Technology Communication Tools	1. Defining Information Needs 5. Application	1. Task Definition 5. Synthesis
5. Technology Research Tools	3. Information Strategies 4. Information Processing 6. Evaluation	3. Information Seeking Strategies 4. Use of Information 5. Synthesis 6. Evaluation
6. Technology Problem-Solving and Decision-Making Tools	1. Defining Information Needs 6. Evaluation	1.Task Definition 6. Evaluation

Big6Ô is copyright ã 1987 Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

Alignment of Connecticut Standards & Information Processing Skills for the Middle School

Connecticut Computer Technology Competency Standards	Connecticut Learning Resources and Information Technology Standards	Big6Ô Information Problem-Solving Skills
1. Basic Operations and Concepts Ø Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use Ø Demonstrate an understanding of concepts underlying hardware, software and connectivity, and of practical applications to learning and problem solving Ø Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively Ø Independently operate school computers and demonstrate ability to use the system’s software and special features Ø Demonstrate the ability to independently use personal productivity software to create products in a wide range of formats (newsletters, budgets, brochures, imported graphics, web pages, etc.) Ø Describe general criteria used to evaluate and compare different types of computers, peripherals, and other technology tools Ø Demonstrate the ability to use basic features (entering information/data, editing, calculating, manipulating information, saving files) of personal productivity software (word processing, desktop publishing, spreadsheets, databases, etc.) Ø With assistance develop strategies for solving common hardware and software problems	2. Information Systems Ø Alphabetize by word to find information in resources Ø Use more complex graphic and text menus to locate information from electronic media Ø Demonstrate the ability to navigate through a variety of software menus to access information Ø Combine keywords with simple Boolean operators to search electronic databases Ø Use Boolean logic to search electronic databases Ø Independently use the on-line catalog or card catalog to locate materials by author, title or subject, including cross references/links Ø Understand the variety of ways indexes are used as organizers for information systems	3. Location and Access 3.1 Locate sources (intellectually and physically) 3.2 Find information within sources Big6Ô is copyright ã 1987 Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com
2. Social, Ethical and Human Issues Ø Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society Ø Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse Ø Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems Ø Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use Ø Apply established citation standards for giving credit for information or ideas used from electronic resources Ø Demonstrate an understanding of the concept of ownership of ideas and information by respecting and observing laws and/or guidelines for using information, hardware and networks	7. Responsible Use of Information Ø Understands there are different types of ownership and protection of intellectual property (e.g. trademarks, copyrights) Ø Differentiate among various types of ownership or protection of intellectual property (e.g. copyright, patents) Ø Observe, in all original work, the ethical restraints imposed by copyright on using and transmitting information Ø Able to locate established bibliographic standards for citing electronic sources Ø Understands concept of “fair use” guidelines for all types of protected materials Ø Observe educational “fair use” guidelines for all types of protected materials Ø Demonstrate responsible and ethical use of hardware and networks Ø Demonstrate responsible and ethical use of hardware and networks with an understanding of legal implications	4. Use of Information 4.1 Engage information respecting the principles of intellectual freedom, intellectual property and using technology in a responsible manner 5. Synthesis 5.1 Organize information using proper citation to identify sources Big6Ô is copyright ã 1987 Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com
3. Technology Productivity Tools Ø Use content-specific tools, software, and simulations (e.g. environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research Ø Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum Ø Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum Ø Use technology tools (e.g. multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom Ø Use appropriate software (spreadsheet, database, hypermedia, etc.) to construct, organize, calculate, analyze and interpret ideas and data, and to present conclusions Ø Create databases, spreadsheets and a variety of graphic presentations to communicate numeric and visual information using applications with varied and more sophisticated features	5. Application Ø Use appropriate software (e.g. spreadsheet, database, hypermedia) to construct, organize, analyze and interpret ideas and data, and present conclusions Ø Incorporate mixed media (e.g. spreadsheets, database, hypermedia) to construct, organize, analyze and interpret ideas and data in a composite document Ø With guidance use telecommunications to locate and correspond with peers involved in similar studies Ø Independently use telecommunications to locate and correspond with peers involved in similar studies Ø With assistance select appropriate media from a variety of resources to create a clear and meaningful multimedia presentation Ø Independently select appropriate media from a variety of resources to create a clear and meaningful multimedia presentation Ø Demonstrate an understanding of the strengths and weaknesses of various media formats as communications vehicles Ø With guidance determine the most appropriate technologies and formats to use in presenting materials gathered from a variety of print, nonprint, and electronic sources and to create a presentation that clearly communicates information, new knowledge, and opinion	5. Synthesis 5.1 Organize information from multiple sources 5.2 Present information Big6Ô is copyright ã 1987 Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com
4.Technology Communication Tools Ø Design, develop, publish, and present products (e.g. Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom Ø Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom Ø Use technology tools (e.g. multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication and publishing activities to create knowledge products for audiences inside and outside the classroom Ø Use telecommunications efficiently and effectively to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests Ø Use telecommunications and online resources (e.g. e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom	1. Defining Information Needs Ø Independently and clearly restate the scope and ground rules for a given task Ø Understand strategies for communicating the scope and ground rules for a given task Ø Identify and discuss existing knowledge concerning a given task without prompting Ø Understand strategies for communicating information and knowledge concerning a given task without prompting Ø Frame an essential question given information, and pose additional questions related to completion of the task Ø Identify keywords for searching information sources with minimal assistance Ø Identify, locate and use an array of print, nonprint and electronic resources available through their library media center with assistance, access resources outside the school Ø Describe more than one course of action for addressing the essential question and select the most effective one with assistance Ø Independently describe more than one course of action for addressing the essential question and select the most effective one 5. Application Ø Use appropriate software (e.g. spreadsheet, database, hypermedia) to construct, organize, analyze and interpret ideas and data, and present conclusions Ø Incorporate mixed media (e.g. spreadsheets, database, hypermedia) to construct, organize, analyze and interpret ideas and data in a composite document Ø With guidance use telecommunications to locate and correspond with peers involved in similar studies Ø Independently use telecommunications to locate and correspond with peers involved in similar studies Ø With assistance select appropriate media from a variety of resources to create a clear and meaningful multimedia presentation Ø Independently select appropriate media from a variety of resources to create a clear and meaningful multimedia presentation Ø Demonstrate an understanding of the strengths and weaknesses of various media formats as communications vehicles Ø With guidance determine the most appropriate technologies and formats to use in presenting materials gathered from a variety of print, nonprint, and electronic sources and to create a presentation that clearly communicates information, new knowledge, and opinion	1. Task Definition 1.1Define the problem 1.2 Identify the information requirements of the problem 5. Synthesis 5.1 Organize information from multiple sources 5.2 Present information Big6Ô is copyright ã 1987 Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com
5. Technology Research Tools Ø Use content-specific tools, software, and simulations (e.g. environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research Ø Design, develop, publish and present products (e.g. Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom Ø Collaborate with others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information to develop solutions or products for audiences inside and outside the classroom Ø Use telecommunications and online resources (e.g. e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom Ø Use technology resources (e.g. calculators, data collection probes, videos, educational software) for problem-solving, self-directed learning, and extended learning activities Ø Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems Ø Determine keywords and use Boolean logic (when appropriate) to search electronic and Internet-based databases Ø Demonstrate the ability to navigate through a variety of software menus to access information Ø Search, find, sort, and evaluate database information from computers, CD-ROM and on-line resources and know how to apply established specific features of different search engines Ø Demonstrate the ability to identify and use a variety of features to locate information using an Internet search engine or directory Ø Develop and apply criteria for evaluating Internet resources Ø Use a variety of technology tools to organize and manipulate data to solve problems	3. Information Strategies Ø Use organizing features of print, nonprint, and electronic materials (tables of contents, menus, indexes, bibliographies and hyperlinks) to locate and use information Ø Use correct library/information/technology terminology Ø Select and use appropriate resources and/or equipment to accomplish a given task Ø Recognize wide range of tools for extracting and recording information (note taking, video, audio) Ø Select and use multiple appropriate resources and/or equipment to accomplish a given task Ø Search, find, sort, and evaluate database and spreadsheet information from computers, CD-ROM and on-line resources Ø Select the appropriate mechanism for extracting information from a wide range of sources (e.g. note taking, video, on-line, print, interview) Ø Demonstrate the ability to establish connectivity with resources outside the school (e.g. e-mail, computer, conferencing, the Internet, the Connecticut Digital Library) 4. Information Processing Ø Develop and apply more complex criteria for aligning resources with a specific need and presentation Ø Discern stereotypes, biases and propaganda techniques in print, nonprint, and electronic resources Ø Differentiate among fiction, nonfiction, and opinion pieces in a variety of media formats Ø Apply evaluative criteria in using fiction, nonfiction, and opinion pieces Ø Independently synthesize information for applications by using appropriate organizational style and the most effective method of presentation for the purpose and audience Ø Use critical evaluation skills in viewing and listening Ø Develop and apply criteria for evaluating and using Internet resources from a variety of media formats 6. Evaluation Ø With minimal assistance and during the process, analyze, and adjust information search strategies Ø Assess the quality and quantity of retrieved information and with assistance assess the credibility of retrieved information against the assigned need Ø Assess the overall effectiveness and efficiency of their search performance upon completion of the assignment and with assistance understand strategies for evaluating audience impact	3. Information Seeking Strategies 2.1 Determine the range of possible resources 2.2 Evaluate the different possible sources to determine priorities 4. Use of Information 4.1 Engage (e.g. read, hear, view) the information in a source 4.2 Extract information from a source 5. Synthesis 5.1 Organize information from multiple sources 5.2 Present information 6. Evaluation 6.1 Judge the product (effectiveness) 6.2 Judge the information problem-solving process Big6Ô is copyright ã 1987 Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com
6. Technology Problem-Solving and Decision-Making Tools Ø Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning through out the curriculum Ø Use technology resources (e.g. calculators, data collection probes, videos, educational software) for problem-solving, self-directed learning, and extended learning activities Ø Design, develop, publish, and present products (e.g. Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom Ø Demonstrate an understanding of concepts underlying hardware, software and connectivity, and of practical applications to learning and problem solving Ø Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems Ø Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources	1. Defining Information Needs Ø Independently and clearly restate the scope and ground rules for a given task Ø Understand strategies for communicating the scope and ground rules for a given task Ø Identify and discuss existing knowledge concerning a given task without prompting Ø Understand strategies for communicating information and knowledge concerning a given task without prompting Ø Frame an essential question given information, and pose additional questions related to completion of the task Ø Identify keywords for searching information sources with minimal assistance Ø Identify, locate and use an array of print, nonprint and electronic resources available through their library media center with assistance, access resources outside the school Ø Describe more than one course of action for addressing the essential question and select the most effective one with assistance Ø Independently describe more than one course of action for addressing the essential question and select the most effective one 6. Evaluation Ø With minimal assistance and during the process, analyze and adjust information search strategies Ø Assess the quality and quantity of retrieved information and with assistance assess the credibility of retrieved information against the assigned need Ø Assess the overall effectiveness and efficiency of their search performance upon completion of the assignment and with assistance understand strategies for evaluating audience impact	1. Task Definition 1.1Define the problem 1.2 Identify the information requirements of the problem 6. Evaluation 6.1 Judge the product (effectiveness) 6.2 Judge the information problem-solving process Big6Ô is copyright ã 1987 Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

Connecticut Computer Technology Competency Standards

Connecticut Learning Resources and Information Technology Standards

Big6Ô Information Problem-Solving Skills

1. Basic Operations and Concepts

Ø Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use

Ø Demonstrate an understanding of concepts underlying hardware, software and connectivity, and of practical applications to learning and problem solving

Ø Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively

Ø Independently operate school computers and demonstrate ability to use the system’s software and special features

Ø Demonstrate the ability to independently use personal productivity software to create products in a wide range of formats (newsletters, budgets, brochures, imported graphics, web pages, etc.)

Ø Describe general criteria used to evaluate and compare different types of computers, peripherals, and other technology tools

Ø Demonstrate the ability to use basic features (entering information/data, editing, calculating, manipulating information, saving files) of personal productivity software (word processing, desktop publishing, spreadsheets, databases, etc.)

Ø With assistance develop strategies for solving common hardware and software problems

2. Information Systems

Ø Alphabetize by word to find information in resources

Ø Use more complex graphic and text menus to locate information from electronic media

Ø Demonstrate the ability to navigate through a variety of software menus to access information

Ø Combine keywords with simple Boolean operators to search electronic databases

Ø Use Boolean logic to search electronic databases

Ø Independently use the on-line catalog or card catalog to locate materials by author, title or subject, including cross references/links

Ø Understand the variety of ways indexes are used as organizers for information systems

3. Location and Access

3.1 Locate sources (intellectually and physically)

3.2 Find information within sources

Big6Ô is copyright ã 1987 Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

2. Social, Ethical and Human Issues

Ø Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society

Ø Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse

Ø Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems

Ø Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use

Ø Apply established citation standards for giving credit for information or ideas used from electronic resources

Ø Demonstrate an understanding of the concept of ownership of ideas and information by respecting and observing laws and/or guidelines for using information, hardware and networks

7. Responsible Use of Information

Ø Understands there are different types of ownership and protection of intellectual property (e.g. trademarks, copyrights)

Ø Differentiate among various types of ownership or protection of intellectual property (e.g. copyright, patents)

Ø Observe, in all original work, the ethical restraints imposed by copyright on using and transmitting information

Ø Able to locate established bibliographic standards for citing electronic sources

Ø Understands concept of “fair use” guidelines for all types of protected materials

Ø Observe educational “fair use” guidelines for all types of protected materials

Ø Demonstrate responsible and ethical use of hardware and networks

Ø Demonstrate responsible and ethical use of hardware and networks with an understanding of legal implications

4. Use of Information

4.1 Engage information respecting the principles of

intellectual freedom, intellectual property and using technology in a responsible manner

5. Synthesis

5.1 Organize information using proper citation to identify sources

Big6Ô is copyright ã 1987 Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

3. Technology Productivity Tools

Ø Use content-specific tools, software, and simulations (e.g. environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research

Ø Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum

Ø Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum

Ø Use technology tools (e.g. multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom

Ø Use appropriate software (spreadsheet, database, hypermedia, etc.) to construct, organize, calculate, analyze and interpret ideas and data, and to present conclusions

Ø Create databases, spreadsheets and a variety of graphic presentations to communicate numeric and visual information using applications with varied and more sophisticated features

5. Application

Ø Use appropriate software (e.g. spreadsheet, database, hypermedia) to construct, organize, analyze and interpret ideas and data, and present conclusions

Ø Incorporate mixed media (e.g. spreadsheets, database, hypermedia) to construct, organize, analyze and interpret ideas and data in a composite document

Ø With guidance use telecommunications to locate and correspond with peers involved in similar studies

Ø Independently use telecommunications to locate and correspond with peers involved in similar studies

Ø With assistance select appropriate media from a variety of resources to create a clear and meaningful multimedia presentation

Ø Independently select appropriate media from a variety of resources to create a clear and meaningful multimedia presentation

Ø Demonstrate an understanding of the strengths and weaknesses of various media formats as communications vehicles

Ø With guidance determine the most appropriate technologies and formats to use in presenting materials gathered from a variety of print, nonprint, and electronic sources and to create a presentation that clearly communicates information, new knowledge, and opinion

5. Synthesis

5.1 Organize information from multiple sources

5.2 Present information

Big6Ô is copyright ã 1987 Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

4.Technology Communication Tools

Ø Design, develop, publish, and present products (e.g. Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom

Ø Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom

Ø Use technology tools (e.g. multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication and publishing activities to create knowledge products for audiences inside and outside the classroom

Ø Use telecommunications efficiently and effectively to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests

Ø Use telecommunications and online resources (e.g. e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom

1. Defining Information Needs

Ø Independently and clearly restate the scope and ground rules for a given task

Ø Understand strategies for communicating the scope and ground rules for a given task

Ø Identify and discuss existing knowledge concerning a given task without prompting

Ø Understand strategies for communicating information and knowledge concerning a given task without prompting

Ø Frame an essential question given information, and pose additional questions related to completion of the task

Ø Identify keywords for searching information sources with minimal assistance

Ø Identify, locate and use an array of print, nonprint and electronic resources available through their library media center with assistance, access resources outside the school

Ø Describe more than one course of action for addressing the essential question and select the most effective one with assistance

Ø Independently describe more than one course of action for addressing the essential question and select the most effective one

5. Application

Ø Use appropriate software (e.g. spreadsheet, database, hypermedia) to construct, organize, analyze and interpret ideas and data, and present conclusions

Ø Incorporate mixed media (e.g. spreadsheets, database, hypermedia) to construct, organize, analyze and interpret ideas and data in a composite document

Ø With guidance use telecommunications to locate and correspond with peers involved in similar studies

Ø Independently use telecommunications to locate and correspond with peers involved in similar studies

Ø With assistance select appropriate media from a variety of resources to create a clear and meaningful multimedia presentation

Ø Independently select appropriate media from a variety of resources to create a clear and meaningful multimedia presentation

Ø Demonstrate an understanding of the strengths and weaknesses of various media formats as communications vehicles

1. Task Definition

1.1Define the problem

1.2 Identify the information requirements of the problem

5. Synthesis

5.1 Organize information from multiple sources

5.2 Present information

Big6Ô is copyright ã 1987 Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

5. Technology Research Tools

Ø Use content-specific tools, software, and simulations (e.g. environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research

Ø Design, develop, publish and present products (e.g. Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom

Ø Collaborate with others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information to develop solutions or products for audiences inside and outside the classroom

Ø Use technology resources (e.g. calculators, data collection probes, videos, educational software) for problem-solving, self-directed learning, and extended learning activities

Ø Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems

Ø Determine keywords and use Boolean logic (when appropriate) to search electronic and Internet-based databases

Ø Demonstrate the ability to navigate through a variety of software menus to access information

Ø Search, find, sort, and evaluate database information from computers, CD-ROM and on-line resources and know how to apply established specific features of different search engines

Ø Demonstrate the ability to identify and use a variety of features to locate information using an Internet search engine or directory

Ø Develop and apply criteria for evaluating Internet resources

Ø Use a variety of technology tools to organize and manipulate data to solve problems

3. Information Strategies

Ø Use organizing features of print, nonprint, and electronic materials (tables of contents, menus, indexes, bibliographies and hyperlinks) to locate and use information

Ø Use correct library/information/technology terminology

Ø Select and use appropriate resources and/or equipment to accomplish a given task

Ø Recognize wide range of tools for extracting and recording information (note taking, video, audio)

Ø Select and use multiple appropriate resources and/or equipment to accomplish a given task

Ø Search, find, sort, and evaluate database and spreadsheet information from computers, CD-ROM and on-line resources

Ø Select the appropriate mechanism for extracting information from a wide range of sources (e.g. note taking, video, on-line, print, interview)

Ø Demonstrate the ability to establish connectivity with resources outside the school (e.g. e-mail, computer, conferencing, the Internet, the Connecticut Digital Library)

4. Information Processing

Ø Develop and apply more complex criteria for aligning resources with a specific need and presentation

Ø Discern stereotypes, biases and propaganda techniques in print, nonprint, and electronic resources

Ø Differentiate among fiction, nonfiction, and opinion pieces in a variety of media formats

Ø Apply evaluative criteria in using fiction, nonfiction, and opinion pieces

Ø Independently synthesize information for applications by using appropriate organizational style and the most effective method of presentation for the purpose and audience

Ø Use critical evaluation skills in viewing and listening

Ø Develop and apply criteria for evaluating and using Internet resources from a variety of media formats

6. Evaluation

Ø With minimal assistance and during the process, analyze, and adjust information search strategies

Ø Assess the quality and quantity of retrieved information and with assistance assess the credibility of retrieved information against the assigned need

Ø Assess the overall effectiveness and efficiency of their search performance upon completion of the assignment and with assistance understand strategies for evaluating audience impact

3. Information Seeking Strategies

2.1 Determine the range of possible resources

2.2 Evaluate the different possible sources to determine priorities

4. Use of Information

4.1 Engage (e.g. read, hear, view) the information in a source

4.2 Extract information from a source

5. Synthesis

5.1 Organize information from multiple sources

5.2 Present information

6. Evaluation

6.1 Judge the product (effectiveness)

6.2 Judge the information problem-solving process

Big6Ô is copyright ã 1987 Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

6. Technology Problem-Solving and Decision-Making Tools

Ø Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning through out the curriculum

Ø Use technology resources (e.g. calculators, data collection probes, videos, educational software) for problem-solving, self-directed learning, and extended learning activities

Ø Demonstrate an understanding of concepts underlying hardware, software and connectivity, and of practical applications to learning and problem solving

Ø Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems

Ø Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources