The Most Basic of the Basics

Posted on April 28th, 2009 in Information Literacy, Writing by Mike Eisenberg

The 4th R.  Research.

Information Literacy.

I recently presented via video to a group in Belarus.  It was a very meaningful and interesting experience.  We had simultaneous translation and they had the handouts translated in advance.  The best part was the extensive Q&A session.

One of the most insightful questions was about the broad applicability of information literacy (Big6) skills. The questioner posed something like, “Professor Eisenberg, you offer a new way of thinking about research and library skills. You say that these skills are applicable widely – not just for research papers and projects.  But, are there any places where these skills are not important, are less applicable?”

I must admit that I was stumped at first.  I hadn’t faced this question before.  So, I fumbled a bit and started talking about the applicability of “literacy” itself – reading and writing.  While reading and writing are certainly widely applicable, there are instances where they are less important – when riding a bicycle, for example (or learning how to ride a bicycle) or taking a photograph or deciding whether to go to the movies or for a walk.  Oh yes, there are certainly instances where reading and writing could help in these situations, but it’s not required.

But, even in these situations, information skills come into play. You still size up the situation (i.e., define the task), gather information, process/use information, and sythesize decisions.  You even engage in information evaluation (e.g., do I need more?) and possibly loop back to a different stage in the process.

Then it hit me – hard – that information literacy is the most fundamental, the most basic of the literacies.  Reading and writing is essential in our society, and media literacy, and digital, technology, visual, financial, and all the rest are certainly important.  But, information literacy – information skills – the information problem-solving process underlies all.

I will think about and write about this more, but one question: if this is true, why is information literacy teaching and learning not a focused, central part of every school?  More to follow….

Mike

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Writing Process: writing and rewriting (Kim Klein, Carroll, Iowa)

Posted on September 20th, 2008 in Big6, Carroll Iowa Schools, Writing by Mike Eisenberg

Kim Klein said, on September 17:

“I am an English teacher at CHS and as I am learning more about the Big 6 skills and process it is becoming clear that my students are already using it. Anytime my students have to write a paper they are using this process. The area that I (and my students) seem to struggle with is the synthesis and evaluation. They almost seem to start to give up at this point and take the easy way out. Any ideas how to keep them going through the process of writing and rewriting a paper?”

Mike E responded: Kim – you are right – your students are already using it. In fact, everyone does. BUT – most people are not aware that they are, and they don’t know where they need help or where they can be more efficient.

That’s one way to motivate the kids – to let them know that we are on the same team on this! We want them all to do well – and to do so efficiently, by spending as little time and effort as necessary to do a good job.

Using the Big6 can help! They can self-diagnose: where are they having trouble? What are the most difficult aspects in terms of grade and time/effort?

As I noted above, it may be easier to focus on the synthesis stage separately rather than towards the end of the whole process. So – after defining the task, give them all they need for stages 2 – 4. Give them the raw notes and citiations, etc. Focus on synthesis techniques for improving writing: graphic organizers, outlines, styles, etc.

Work on this over and over. You might team up with social studies or science – so that the material that they are WRITING about is what they need to learn in biology or history. That way, they are reviewing the content again.

But – the main focus is on effectiveness techniques and efficiency. Here’s also a great place for technology to come into play. How does technology help with synthesis – with review and revision?

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