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This monograph traces the history and development of the term "information literacy." It examines the economic necessity of being information literate, and explores the research related to the concept. Included are reports on the National Educational Goals (1991) and on the report of the Secretary's Commission on Achieving Necessary Skills (SCANS, 1991). Also examined are recent revisions in national subject matter standards that imply a recognition of the process skills included in information literacy. The book outlines the impact information literacy has on K-12 and higher education, and provides examples of information literacy in various contexts. Appendices include: Information Literacy Standards for Student Learning (prepared by the American Association of School Librarians and the Association for Educational Communications and Technology); definitions of SCANS components; a chronology of the development of information literacy; correlation of information literacy skills with selected National Subject Matter Standards; Dalbotten's Correlation of Inquiry Skills to National Content Standards; and an explanation of rubrics and their application in standards education. Contains an extensive annotated ERIC (Educational Resources Information Center) bibliography and information about ERIC. (Author/AEF)

The purpose of this book is to help parents become partners in their children's success in school by offering them practical ways to help with homework and assignments. Parents can use the Big Six Skills information problem-solving process to effectively deal with the abundance of information available from many sources and guide their children through school assignments. The Big Six Skills apply to any problem or activity that requires a solution or result based on information: task definition, information seeking strategies, location and access, use of information, synthesis, and evaluation. There are six chapters in the book: (1) "The Big Six Approach: A Framework for Helping Children"; (2) "What Your Children Face Every Day in School: Assignments"; (3) "The Big Six Applied: A Framework for Helping Children with Homework"; (4) "Computers, the Internet, and Other Technologies: Can They Really Make a Difference?" (5) "Assisting with Assignments: Examples from Various Subjects"; and (6) "Bringing It All Together: A Parent Conversation with Mike and Bob." Appendices include the Big Six Assignment Organizer, applying the Big Six to sample homework assignments, Big Six Skills overhead transparency masters and bookmark, background information on the Educational Resources Information Center (ERIC), and a selected bibliography of ERIC documents. (Author/SWC)

This is the definitive work on information literacy. Michael Eisenberg, known worldwide as one of the originators of the innovative Big6 Information Problem Solving Process, and frequent presenters on the subject Carrie A. Lowe and Kathleen L. Spitzer have extensively revised and updated this long-awaited second edition. Tracing the history of information literacy, the authors discuss its economic importance; examine past, present, and current research in the field; and explain how information literacy relates to the national standards transforming K-12 education and higher education today. The Table of Contents lists the following: (1) Introduction; (2) Defining Information Literacy; (3) The Evolution of a Concept; (4) Information Literacy Research; (5) An Economic Perspective; (6) K-12 Education: Information Literacy in the Context of National and State Standards; (7) K-12 Education: Restructuring and Information Literacy; (8) K-12 Education: Information Literacy Efforts; (9) Information Literacy in Higher Education; (10) Technology and Information Literacy; and (11) Information Literacy: The Future and the Past; The following are appended: (1) An Explanation of Rubrics and Their Application in Standards Education; (2) Being Fluent with Information Technology; and (3) Information Literacy Competency Standards for Higher Education. An index and an Annotated ERIC Bibliography are included.

LM_NET, the most successful educational listserv in the world has approximately 15,000 subscribed members from every state in the United States and from over 65 countries. LM_NET covers a wide range of interests, all related to library and information work in education, and interactions on LM_NET result in in-depth treatments of the major concerns, issues, and themes of library media work. This book seeks to capture some of the major discussions on LM_NET that took place in 2001, and to put readers in touch with "the best of the best" LM_NET messages and information selected from the LM_NET online community's forum. The messages are unedited, in their original form as originally posted to LM_NET. The book is organized into sections and sub-sections, and the major section headings and major sub-topics are as follows: Reading and Literature; Authors and Illustrators (Author Visits, Author Web Sites); Reading, (Discussions, Reading Promotion and Activities, Recommended Resources, Recommended Reading, Silent Reading); Instruction; Information Literacy; Library Lessons; Information Management; Book Challenges; Collections (Classification, Weeding, Copyright); Library Management (Circulation, Computer and Internet Use, Public Relations, Student Use of the Library); Professional (Issues, Professional Development and Evaluation, Readings, Resources and Ideas, Surveys); Reading Programs (Goals, Incentives, Leveling, Shelving, Readings and Recommended Resources); Technology; Automation; Best of the Web (Recommended Internet Sites and Resources, Web Site Evaluation); Filtering; New Technology; Online Databases; and Readings and Recommended Resources. (AEF)

The Big6 is a complete approach to implementing meaningful learning and teaching of information and technology skills, essential for 21st century living. Including in-depth articles, practical tips, and explanations, this book offers a varied range of material about students and teachers, the Big6, and curriculum. The book is divided into 10 main parts: (1) Information Literacy; (2) Big6 Skills; (3) Big6 Practical Approaches: K-Adult; (4) TIPS (Teaching Information Problem Solving); (5) Assessment; (6) Teaching Aides; (7) Big6 in Action; (8) Virtual Wisdom; (9) Parent Connection; and (10) Final Notes. These parts are further subdivided into chapters that represent individual newsletters. Authors and Big6 creators Mike Eisenberg and Bob Berkowitz focus on different scopes of concern of styles or presentation, including: a comprehensive treatment of the concept of information literacy; specific guidance on Big6 integration with the real, classroom curriculum; a compilation of TIPS for each Big6 stage; creative and fun ways to present the Big6 process; a focus on assessment, one of the most asked-about aspects of the Big6; and questions and answers about the Big6. More information can be obtained on the web site: http://www.Big6.com. Directly addressing the need of libraries, classrooms, and special education areas, this collection will allow library media specialists and teachers to get immediate, practical help on the most extensively used information process model in the world. Contains an index. (AEF)

This companion volume to a previous work focusing on the Big6 Approach in elementary schools provides secondary school classroom teachers, teacher-librarians, and technology teachers with the background and tools necessary to implement an integrated Big6 program. The first part of this book explains the Big6 approach and the rationale behind it. Specific techniques, strategies, and ways to build the Big6 Skills into existing instructional programs are also discussed, as well as ways to create new units and lessons. The book includes specific sample Big6 instructional ideas in context, which can be used as is or modified to meet specific instructional needs. These instructional ideas can provide the basis for developing a powerful information and technology skills instructional program. Part I: Overview of the Big6 Approach, chapters 1-4 are: Introduction: The Need and the Solution; The Big6 Process and Skills; Technology with a Big6 Face; Implementing the Big6: Context, Context, Context; Assessment of Information & Technology Skills. Part 2: The Big6 in Action chapters 6-12 include: Big6 #1: Task Definition; Big6 #2: Information Seeking Strategies; Big6 #3: Location & Access; Big6 #4: Use of Information; Big6 #5: Synthesis; Big6 #6: Evaluation; and Closing: The Pervasive Big6. An appendix presents a table comparing information skills process models. Includes an index. (Contains 27 references.) (AEF)

This handbook is intended to help classroom teachers, teacher-librarians, technology teachers, administrators, parents, community members, and students to learn about the Big6 Skills approach to information and technology skills, to use the Big6 process in their own activities, and to implement a Big6 information and technology skills program. The handbook is designed as a collection of workshop materials for continuing professional education programs. It contains tried and tested exercises, activities, and information that help participants learn the process, approach, and power of the Big6. Parts I and II help the reader identify the need for information and technology skills and develop a working understanding of the Big6. Part III focuses on technology and how to use technology in a meaningful way through integration within the Big6 framework. Part IV turns to implementing the Big6 on the micro (lesson and unit) level. Part V offers specific approaches to assessment using the Big6 steps, and part VI shows the importance of collaboration and partnerships. Part VII prepares readers to integrate Big6 Skills with the curriculum by using curriculum-mapping techniques. The final sections, parts VIII and IX, provide exercises for including parents and the school district (macro level) in the overall plan for success. (AEF)

This book about using the Big6 information problem solving process model in elementary schools is organized into two parts. Providing an overview of the Big6 approach, Part 1 includes the following chapters: "Introduction: The Need," including the information problem, the Big6 and other process models, and teaching/learning the Big6; "The Big6 Process and Skills," including the Big6 levels (i.e., the conceptual level, the Big6 Skills, and the Little12 sub-skills) and the Super3 (a simplified version of the Big6 for younger students); "Technology with a Big6 Face," including technology and the Big6, examples of technology in Big6 contexts, and the Big6 and the Internet; "Implementing the Big6: Context, Context, Context," including process and curriculum contexts, analyzing curriculum from a Big6 perspective, and planning and plans; and "Assessment of Information & Technology Skills," including effectiveness and efficiency, forms and context for assessment, ways of assessing, Big6 scoring guides, and self-assessment. Part 2 presents the Big6 in action through TIPS (Teaching Information Problem-Solving) explanations, sample integrated lesson plans, and Big6 activities for each of the Big6 stages: (1) Task Definition; (2) Information Seeking Strategies; (3) Location & Access; (4) Use of Information; (5) Synthesis; and (6) Evaluation. TIPS for introducing the Super3 are also provided. Appendices include a comparison of information skills process models and the "Big6 Song." Contains an index. (MES)

This book presents a systematic approach to integrated library and information skills instruction that is based on six broad skill areas necessary for successful information problem-solving, otherwise referred to as the "Big Six Skills." It begins with definitions and explanations of the Big Six Skills approach, moves to a discussion of implementation, and concludes with specific exemplary instructional units and lessons. Six chapters emphasize practical and tested techniques to develop and implement library and information skills instructional programs based on the Big Six Skills approach: Chapter 1 revisits the overarching concepts and themes of the approach; chapter 2 defines and explains an expanded view of the specific levels of the Big Six Skills; chapter 3 provides contextual examples and exercises to develop a better understanding of the Big Six Skills; chapter 4 focuses on practical actions that relate to planning and implementation of the approach; chapter 5 offers exemplary instructional units to act as models for elementary and secondary settings; and chapter 6 provides examples of generic lessons that can be adapted to assist in delivering the desired integrated instruction. Two appendixes include completed exercises from chapter 3 and four sample curriculum maps generated from a K-12 sample curriculum database. A subject index and a 27-item bibliography are also provided. (MAB)

This resource book is intended as a companion to the book "Curriculum Initiative: An Agenda and Strategy for Library Media Programs," which provides practicing school library media specialists and students in professional degree-granting programs with both a conceptual framework and practical approaches to the curriculum-related responsibilities of the school library media program. It is divided into two major parts: worksheets and tools, and graphic masters. Within each part, the materials are organized by section, and each section focuses on a particular task, area, or concept. Part I comprises worksheets and tools designed to assist in carrying out the information gathering, assessment, and design of activities outlined in the Six-Stage Strategy, which was presented in the companion to this book. The tools are divided into six logical, interrelated sections: (1) curriculum mapping; (2) curriculum support services; (3) curriculum planning; (4) instruction; (5) assessment; and (6) time management. Part II is composed of a series of visuals developed to assist in presenting and promoting the agenda and strategy proposed in the earlier work, and is divided into four interrelated sections: (1) curriculum support services; (2) the Big Six Skills; (3) general management concepts and tools; and (4) the Six-Stage Strategy. The visuals are intended for use as masters for overhead transparencies and handouts to enhance presentations to all constituencies relevant to the library media program, i.e., teachers, administrators, students, library media professional and support staff, boards of education, school and district committees, and various community groups. An 11-item bibliography is provided. (CGD)

This book is intended to provide practicing school library media specialists and students in professional degree-granting programs with both a conceptual framework and practical approaches to the curriculum-related responsibilities of the school library media program. The responsibilities discussed include both library and information skills instruction and curriculum support services. A new definition of curriculum support services is provided, which encompasses five interrelated areas: (1) curriculum resources provision; (2) reading and guidance; (3) information services; (4) curriculum consultation; and (5) curriculum development. A "big six" skills curriculum for library and information skills is detailed, based on the information problem-solving process of task definition, information-seeking strategies, location and access, information use, synthesis, and evaluation. It is argued that these two major curriculum-related functions--curriculum support services and library and information skills instruction--must be systematically supported, and a six-stage strategy for library media curriculum program development and management is provided. The use of curriculum mapping to collect, store, retrieve, and present information is detailed, and a structure for designing integrated unit and lesson plans is provided. The text is supplemented by 45 figures, and Appendix A lists the types of sources/systems to be considered under location skills; Appendix B outlines the steps for conducting a time management survey. (81 references) (EW)