Presents an activity that demonstrates to students that, when they use the Big6 information problem-solving process, it does not have to be in linear order. The students' own problem-solving process is written down and then compared to the Big6 steps. (LRW)

Emphasizes the importance of context within the curriculum when implementing the Big6 information and technology skills. Curriculum mapping is described as a means of gathering and displaying information about curriculum units which can then be analyzed to select units and assignments best suited to integrated information and technology skills…

Explores the connection between sports and the Big6 information problem-solving process and how sports provides an ideal setting for learning and teaching about the Big6. Topics include information aspects of baseball, football, soccer, basketball, figure skating, track and field, and golf; and the Big6 process applied to sports. (LRW)

Presents one approach to teaching information-seeking strategies, i.e., brainstorming all possibilities and then selecting the best for a particular situation in relation to the Big6 information problem-solving process. Brainstorming is also useful in task definition and in considering possibilities for presenting information. (LRW)

Discusses the use of Calvin & Hobbes comic strips to point out steps in the Big6 information problem-solving process. Students can see what Calvin is doing wrong and then explain how to improve the process. (LRW)

Describes how to use Jean Fritz's book "George Washington's Breakfast" to teach the Big6 process of information problem solving to first graders. Six modified terms used in teaching the lesson with the first-grade classes are: task=what, strategy=how, locate=where, use=look, synthesis=show, and evaluation=well.(LRW)

Presents Big6 scoring guides which focus on the process of solving information problems as well as the final results, so that the guides are useful for both formative and summative assessment. Examples are given for elementary and secondary school projects, and a general template is also provided. (LRW)

Reports on the work of Todd Ross which focuses on creating ties within the curricula between information literacy and classroom curriculum. His studies provide proof of the importance of teaching information literacy skills to improve student success, and content mapping and teaching theoretical content is related. (LRW)

Explains how to teach students to select information from sources without copying sentences verbatim. This use of information is related to one step in the Big6 information problem-solving process, a high-level task that requires students to evaluate content in relation to a topic or question. (LRW)

Explains the Big6 approach to information problem-solving based on exercises that were developed for college or upper high school students that can be completed during class sessions. Two of the exercises relate to personal information problems, and one relates Big6 skill areas to course assignments. (LRW)

Presents strategies for relating the Big6 information problem-solving process to sports to gain students' attention, sustain it, and make instruction relevant to their interests. Lectures by coaches, computer-based sports games, sports information sources, the use of technology in sports, and judging sports events are discussed. (LRW)

Discussion of the parents' role in homework highlights use of the Big6 Skills to focus on information literacy and information problem-solving processes rather than focusing on having parents help with the actual subject area content. The emphasis is on having parents act as guides and helpers rather than as teachers. (LRW)

Explains the importance of student self-assessment skills and how, by sharpening these skills, students and teachers can see excellent results both in and out of the classroom. Self-assessment is explained as the central part of the evaluation section of the Big6 information problem-solving process. (LRW)

Reports on the work of Carol Kuhlthau, who has conducted extensive studies of information processes and skills instruction. Topics include the relevance of information and its utilization; critical thinking by the students; information-seeking and problem-solving; and a process approach to information problem-solving. (LRW)

Provides specific techniques and tools to help students improve their self-assessment skills based on the evaluation component of the Big6 information problem-solving process. Highlights include an "Ask & Answer" sheet, formative assessment, group participation assessment, and scoring guides. (LRW)