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The Big Six Information Skills as a ...

Wolf, Sara Elizabeth.

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The Big Six Information Skills as a metacognitive scaffold in solving information -based problems.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Big Six Information Skills as a metacognitive scaffold in solving information -based problems./
Author:	Wolf, Sara Elizabeth.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2000,
Description:	150 p.
Notes:	Source: Dissertations Abstracts International, Volume: 62-05, Section: A.
Contained By:	Dissertations Abstracts International62-05A.
Subject:	Curricula. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9976355
ISBN:	9780599820753

The Big Six Information Skills as a metacognitive scaffold in solving information -based problems.
Wolf, Sara Elizabeth.

The Big Six Information Skills as a metacognitive scaffold in solving information -based problems. - Ann Arbor : ProQuest Dissertations & Theses, 2000 - 150 p.

Source: Dissertations Abstracts International, Volume: 62-05, Section: A.

Thesis (Ph.D.)--Arizona State University, 2000.

The purpose of this research study was to determine whether the Big Six Information Skills model was an effective metacognitive scaffold for students solving information-based problems. Prior research covering information problem solving models and scaffolding suggested that the use of a specific information problem solving model would provide additional support students needed in order to solve an information-based problem in an effective and efficient manner. Participants were 35 eighth grade students in a private middle school. Two classes of students each were asked to write newspaper articles that summarized the events surrounding the Selma March during the African-American Civil Rights Movement. Students acquired information from a multimedia CD-ROM that contained information in a variety of formats, including text, video, and audio. One class of students followed the procedures of the Big Six Information Skills while the other followed the procedures provided by the classroom teacher. Students in both classes were given 11 class days to research and write their articles. During this time observations of classroom behavior were conducted. Student articles were scored by independent graders to ensure an objective assessment of the work. Students were asked to complete surveys after they completed their study activities. Interviews with the classroom teacher and a sample of participating students were conducted on the last day of the study. The interview responses were used to gain insight to the thoughts and feelings of the participating students and the classroom teacher. Results of this study indicate that the Big Six Information Skills might prove to be an effective metacognitive scaffold for students solving information-based problems. Students following the Big Six methodology received higher scores on their newspaper articles. There were no significant differences found in the attitudes of the two classes of students. Overall, students in both classes felt that the unit project was a positive one and in the future they would like to do something similar to it covering different material.

ISBN: 9780599820753Subjects--Topical Terms:

3422445
Curricula.
Subjects--Index Terms:

Big Six Information Skills

The Big Six Information Skills as a metacognitive scaffold in solving information -based problems.
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300 $a 150 p.
500 $a Source: Dissertations Abstracts International, Volume: 62-05, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Brush, Thomas.
502 $a Thesis (Ph.D.)--Arizona State University, 2000.
520 $a The purpose of this research study was to determine whether the Big Six Information Skills model was an effective metacognitive scaffold for students solving information-based problems. Prior research covering information problem solving models and scaffolding suggested that the use of a specific information problem solving model would provide additional support students needed in order to solve an information-based problem in an effective and efficient manner. Participants were 35 eighth grade students in a private middle school. Two classes of students each were asked to write newspaper articles that summarized the events surrounding the Selma March during the African-American Civil Rights Movement. Students acquired information from a multimedia CD-ROM that contained information in a variety of formats, including text, video, and audio. One class of students followed the procedures of the Big Six Information Skills while the other followed the procedures provided by the classroom teacher. Students in both classes were given 11 class days to research and write their articles. During this time observations of classroom behavior were conducted. Student articles were scored by independent graders to ensure an objective assessment of the work. Students were asked to complete surveys after they completed their study activities. Interviews with the classroom teacher and a sample of participating students were conducted on the last day of the study. The interview responses were used to gain insight to the thoughts and feelings of the participating students and the classroom teacher. Results of this study indicate that the Big Six Information Skills might prove to be an effective metacognitive scaffold for students solving information-based problems. Students following the Big Six methodology received higher scores on their newspaper articles. There were no significant differences found in the attitudes of the two classes of students. Overall, students in both classes felt that the unit project was a positive one and in the future they would like to do something similar to it covering different material.
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