Big6 Skills Aligned with Standards

Standards describe what students should know and be able to do. The Big6 Skills is an information problem-solving process that can help
students achieve educational standards by giving them strategies to accomplish the able to do part of the definition of standards.

Standards for the Framework for College and Career

21st-Century Information Literacy Readiness Anchor
Big6 Skill TRAILS Education Technology Standards
Learner (AASL, for Higher Education Standards for Writing
( ISTE 2016)
2007) (ACRL, 2016)

1.1.3 Develop and formulate questions for 1. Develop topic. 3a. Students plan and employ 7. Conduct short as well as
refine a range of research effective research strategies. more sustained research
questions to frame the projects to answer a question
search for new deal with complex 3d. Students build knowledge by (including a self-generated
understanding. research by breaking actively exploring real-world issues and question) or solve a problem;
complex questions into problems, developing ideas and theories narrow or broaden the
1.2.1 Display initiative simple ones, limiting the and pursuing answers and solutions. inquiry when appropriate [].
and engagement by scope of investigations
posing questions and 4a. Students know and use a deliberate
investigating the determine the initial design process for generating ideas,
answers beyond the scope of the task testing theories, creating innovative
1. Task Definition collection of
required to meet their artifacts or solving authentic problems.
superficial facts. information needs

8. Gather relevant information

1.1.4 Find, evaluate, seek multiple 2. Identify potential 3b. Students evaluate from multiple authoritative
and select appropriate perspectives during sources. the accuracy, perspective, credibility and print and digital sources,
sources to answer information gathering relevance of information, media, data or using advanced searches
questions. 4. Evaluate sources other resources. effectively [].
utilize divergent and and information.
1.1.5 Evaluate convergent thinking
information found in when searching
2. Information selected sources on
Seeking the basis of accuracy,
 Strategies validity, use research tools and
appropriateness for indicators of authority
needs, importance, to determine the
and social and cultural credibility of sources
context.
8. Gather relevant information
1.1.8 Demonstrate match information 3. Develop, use and 3c. Students curate information from from multiple authoritative
mastery of technology needs and search revise search digital resources using a variety of print and digital sources,
tools for accessing strategies to strategies. tools and methods using advanced searches
information and appropriate search effectively [].
pursuing inquiry. tools

1.3.2 Seek divergent design and refine needs

perspectives during and search strategies as
information gathering necessary
and assessment.
3. Location and
understand how
Access
information systems are
organized in order to
access relevant
information
2. Write
1.1.7 Make sense of organize information in 4. Evaluate sources 5c. Students break problems into informative/explanatory texts
information gathered meaningful ways and information. component parts, extract key [] through the effective
from diverse sources information, and develop descriptive selection, organization, and
by identifying give credit to the 5. Recognize how to models to understand complex systems analysis of content.
misconceptions, main original ideas of others use information or facilitate problem-solving.
and supporting ideas, through proper responsibly, ethically, 6. [] taking advantage of
conflicting attribution and citation and legally. 2c. Students demonstrate an technologys capacity to link
information, and point understanding of and respect for the to other information and to
of view or bias. rights and obligations of using and display information flexibly
sharing intellectual property. and dynamically.
2.1.1 Apply critical-
thinking skills 2b. Students engage
(analysis, synthesis, 8. [] assess the usefulness of
4. Use of in positive, safe, legal and ethical behavior
evaluation, each source in answering the
Information when using technology
organization) to research question; integrate
information and information into the text
knowledge. selectively to maintain the
flow of ideas, avoiding
1.3.3 Follow ethical plagiarism and following a
and legal guidelines in
 gathering and using standard format for citation.
information.

2.1.4 Use technology synthesize ideas 6b. Students create original works 1. Write arguments to support
and other information gathered from multiple or responsibly repurpose or remix digital claims in an analysis of
tools to analyze and sources resources into new creations. substantive topics or texts,
organize information. using valid reasoning and
draw reasonable 6c. Students communicate complex relevant and sufficient
3.1.4 Use technology conclusions based on ideas clearly and effectively by creating or evidence.
and other information the analysis and using a variety of digital objects.
tools to organize and interpretation of 2. Write
display knowledge information 6d. Students publish or present content informative/explanatory texts
and understanding in that customizes the message and medium to examine and convey ideas,
ways that others can for their intended audiences. concepts, and information
view, use, and assess. clearly and accurately through
the effective selection,
organization, and analysis of
content.

4. Produce clear and coherent

5. Synthesis writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.

9. Draw evidence from

literary or informational texts
to support analysis, reflection,
and research.

5. Develop and strengthen

3.4.1 Assess the 1a. reflect on the learning process itself to writing as needed by
processes by which improve learning outcomes. planning, revising, editing,
learning was achieved rewriting, or trying a new
in order to revise approach [].
strategies and learn
more effectively in the
future.
6. Evaluation
 3.4.2 Assess the
quality and
effectiveness of the
learning product.

Adapted from Janet Murray, www.janetsinfo.com

Sources:

The Big6 copyright (1987) Michael B. Eisenberg and Robert E. Berkowitz.

AASL Standards for the 21st-Century Learner. 2007. American Association of School Librarians.
Framework for Information Literacy Competency for Higher Education. 2016. Association of College and Research Libraries.
TRAILS: Tools for Real-Time Assessment of Information Literacy Skills
2016 ISTE Standards for Students, 2016, ISTE (International Society for Technology in Education), iste.org. All rights reserved