Grades 9 - 12

Based on the Big6tm Information Problem Solving Process
and the New Haven Public Schools Information Literacy Curriculum



1.1 Students will define the task.

  1. Develop a thesis statement with an Essential Question independently.
  2. Design a task related to research and demonstrate the ability to communicate it to others.
  3. Communicate personally or electronically (email and online discussion groups such as listservs or newsgroups) to clarify assignment and/or task.
  4. Select a format for the product that considers audience, learning styles and assignment requirements.
  5. Create a time frame for the completion of a task.
  6. Conceptualize the form of the final product, based on audience, personal learning style, assignment requirements, and/or nature of the information to be presented.
  7. Create with assistance an assessment tool.
  8. Appreciate literature.
  9. Create the teacher-defined timeline for the completion of the task.

1.2 Students will identify information needed.

  1. Create focus questions related to the essential question.
  2. Independently identify existing knowledge and list areas where more information is needed.
  3. Identify and record keywords and phrases for searching.
  4. Determine essential technology and skills needed to successfully complete the task.
  5. Design an information search strategy that will meet the needs of a complex information task.
  6. Analyze the task in terms of information needed, considering amount, format, timeliness, and type (pictures, statistics, primary sources, etc).
  7. Identify the appropriate technology needed to successfully complete the task.



2.1 Students will determine all possible sources.

  1. Identify and understand the characteristics of subject-specific information sources within the LITC, the school, and the community (public libraries, museums, local universities, businesses and other community resources) relevant to the defined task.
  2. Use print, non-print, and electronic sources to identify additional possible resources and create a working bibliography.

2.2 Students will select the best sources needed.

  1. Develop and use personal and established criteria (availability, readability, accessibility, length, format, accuracy, authority, points of view, bias, prejudice and timeliness) to determine usefulness of sources.
  2. List sources to answer the Essential Question.
  3. Identify award-winning literature such as the National Book Award, Pulitzer Prize, Edgar Alan Poe Award, etc.
  4. Select an appropriate search engines and/or directories for finding information on the Internet.
  5. Understand the advantages and disadvantages of print, non-print and electronic sources and select the most efficient and effective one(s) for the task.



3.1 Students will locate sources.

  1. Use the principles of library organization including Library of Congress classification, the online catalog and other finding tools (bibliographies, displays, etc.) to independently locate materials for reading, writing and research within the LITC, the school and the community.
  2. Locate text, graphic and audio materials on the Internet by using subject directories, search engines, and appropriate search strategies (phrase, Boolean, truncation, proximity).
  3. Locate appropriate online technical support when needed.

3.2 Students will find information within the source.

  1. Use keyword descriptors and Boolean logic to perform advanced OPAC, on-line and CDROM searches to access information.
  2. Use the organizational features (hypertext link, table of contents, index, guide words, cross-references, outline, headings, subheadings, see and see also, etc.) to locate information within a source.



4.1 Students will engage in the source.

  1. Read, listen, and view appropriate literature in a variety of formats, for pleasure, information, and to share common experiences.
  2. Participate either face-to-face or electronically in group discussions and activities and express opinions about materials.
  3. Use critical questioning as a part of interaction with the source.
  4. Read and interpret information in graphs, charts, illustrations, cartoons, maps, tables, etc.
  5. Recognize bias, stereotyping, point of view, prejudice, and propaganda in a source.
  6. Survey and interview others whose knowledge relates to the task.
  7. Use resources and technology responsibly, following the guidelines and etiquette as covered in the district's Acceptable Use Policy for the district's computer network.

4.2 Students will extract relevant information.

  1. Assess the quality and quantity (relevance, credibility, authority, completeness, reliability, and timeliness) of information in print, non-print, electronic, and human sources.
  2. Use organizing method technology toots appropriate to the task and/or learning style (graphic organizer, outline, web, story board, rough draft, word processing, spreadsheet, database and multimedia presentation software, etc).
  3. Take notes that are brief, paraphrased and which include the source and page of the information.
  4. Distinguish among fact, opinion, propaganda, the presence of bias, prejudice, point of view, etc.
  5. Know not to copy other people's work and recognize the copyright and trademark symbols as evidence of ownership of a piece of work which is protected by law.
  6. Record appropriate bibliographic information.



5.1 Students will organize information from multiple sources.

  1. Use organizing method/technology tools appropriate to the task and/or learning style (graphic organizer, outline, web, story board, rough draft, word processing, spreadsheet, database and multimedia presentation software, etc).
  2. Determine if the selected information supports the essential question or research hypothesis as well as the requirements of the task and make adjustments as needed.
  3. Edit/revise/rehearse products that clearly communicate information and new knowledge.
  4. Select an appropriate organizational style: i.e. chronological, topical, spatial, order of importance or argumentative position.
  5. Practice ethical use of information.

5.2 Students will present the information.

  1. Present a final product using an appropriate and/or assigned format, such as written, oral, visual, dramatic, musical, and or technological.
  2. Demonstrate ethical use of information by crediting sources correctly.
  3. Use facilities and equipment responsibly for production and presentation.



6.1 Students will judge the result (effectiveness).

  1. Create/use appropriate rubrics and/or assessment tools, or other criteria to evaluate the product's format, content, design or presentation.
  2. Respond to reviews and comments from peers, parents and teachers.
  3. Write an analysis of their final product based upon completion of the assignment or personal reading goal.
  4. Apply legal principles and ethical conduct related to copyright and plagiarism, in print, non print and technology.

6.2 Students will judge the process (efficiency).

  1. Keep a diary/log of the research process.
  2. Reflect on how the Big6tm model was used in the research process.
  3. Write an analysis of the final process based upon completion of the defined task/personal reading goal.
  4. Evaluate the usefulness of print, non-print, electronic, and human sources throughout the information problem-solving process.
  5. Monitor and adjust the search process continuously to improve its efficiency.