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Various sites for use by educators to teach information literacy skills and to develop curriculum
Updated on 2009-11-27
Created on 2009-03-29
Category: Schools & Education
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Big6 » Blog Archive » Use a Big6 Approach to Create Plagiarism-Proof Assignments (eNews 9.2, 2)
Article on creating plagiarism-proof assignments.
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Introduction to the CRLS Research Guide- CRLS Research Guide
Cambridge Rindge and Latin School Research Guide. Includes videos.
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St. Andrew's Episcopal Upper School Library - Research Paper Organizer
Research paper organizer using the Big 6.
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Evaluating Internet information
How to evaluate information found on the internet
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The World Wide Web offers information and data from all over the world. Because so much information is available, and because that information can appear to be fairly “anonymous”, it is necessary to develop skills to evaluate what you find. When you use a research or academic library, the books, journals and other resources have already been evaluated by scholars, publishers and librarians. Every resource you find has been evaluated in one way or another before you ever see it. When you are using the World Wide Web, none of this applies. There are no filters. Because anyone can write a Web page, documents of the widest range of quality, written by authors of the widest range of authority, are available on an even playing field. Excellent resources reside along side the most dubious. The Internet epitomizes the concept of Caveat lector: Let the reader beware. This document discusses the criteria by which scholars in most fields evaluate print information, and shows how the same criteria can be used to assess information found on the Internet.
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Finding Information on the Internet: A TUTORIAL - Table of Contents
Tutorials for students on various aspects of research.
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St. Andrew's Episcopal Upper School Library - Research Tools
Excellent school site with resources for teaching students how to research.
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Media Literacy at Ithaca College - Project Look Sharp: Fact & Fiction
Criteria for evaluating web sites.
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Big6 » What is the Big6?
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Developed by educators Mike Eisenberg and Bob Berkowitz, the Big6 is the most widely-known and widely-used approach to teaching information and technology skills in the world. The Big6 is an information and technology literacy model and curriculum, implemented in thousands of schools - K through higher education. Some people call the Big6 an information problem-solving strategy because with the Big6, students are able to handle any problem, assignment, decision or task. Here are the six stages we call the BIG6. Two sub-stages are part of each main category in the Big6 model:
1. Task Definition
1.1 Define the information problem
1.2 Identify information needed2. Information Seeking Strategies
2.1 Determine all possible sources
2.2 Select the best sources3. Location and Access
3.1 Locate sources (intellectually and physically)
3.2 Find information within sources4. Use of Information
4.1 Engage (e.g., read, hear, view, touch)
4.2 Extract relevant information5. Synthesis
5.1 Organize from multiple sources
5.2 Present the information6. Evaluation
6.1 Judge the product (effectiveness)
6.2 Judge the process (efficiency)
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Science 360 News Service > home
Online news service giving information on science that shapes the world.
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Pathfinder for Constructing Pathfinders
A page designed to guide the reader to resources for constructing online pathfinders.
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Pathfinders have been used by libraries and librarians since the 1970's
to guide patrons to the resources needed to answer their
research questions. With the advent of the Internet and other
electronic resources, pathfinders are no longer limited to
print directories. Instead, web-based pathfinders can be
created to help patrons access information from a variety of
sources within and beyond the library.
When used with student researchers, a
carefully constructed pathfinder can guide students to
quality resources, saving the time and frustration often
encountered in Internet searching.
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21st Century Literacies
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NCTE is taking the lead in defining how emergent technologies are used to teach language, literacies, and critical thinking skills as well as how ethical considerations can guide the use of various technologies. The research, policy statements and resources collected here demonstrate how twenty-first century literacy can be enacted and supported. By exploring the information here and becoming aware of the initiatives that contribute to the development of new approaches, you can learn more about twenty-first century literacies.
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