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The Super 3 and The Big 6 Research Models

The Super 3 and The Big 6 Research Models. Jessica McAdams and Marli Johnston INLS 745. Basic Information. Developed by Mike Eisenberg and Bob Berkowitz Both are researchers with MLS degrees Originally was just the Big 6, but the Super 3 was later developed for younger students

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The Super 3 and The Big 6 Research Models

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  1. The Super 3 and The Big 6 Research Models Jessica McAdams and Marli Johnston INLS 745

  2. Basic Information • Developed by Mike Eisenberg and Bob Berkowitz • Both are researchers with MLS degrees • Originally was just the Big 6, but the Super 3 was later developed for younger students • Mainly used in elementary schools • Intended to deal with information overload • “To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information” –ALA 1989

  3. Let’s hear from Bob himself… 1 minute video explaining the Big 6!

  4. Steps in the Model Big 6 Super 3 • Task Definition • Information Seeking Strategies • Location & Access • Use of Information • Synthesis • Evaluation • Plan (Beginning) • Do (Middle) • Review (End)

  5. The Super 3 Plan Do Review • What do I need to do? • What am I trying to find? • What do I need to get this done? • Where should I look for the information? • Is what I found reliable? • How can I use this in my product? • Did I meet my goals? • Am I satisfied with my product? • Is this the best I can do or can I do better?

  6. Super 3 Sing-a-long Super 3 Sing-a-long! Here are the words so you can sing along: (Sung to the tune of B-I-N-G-O) When I need to do research, I have three steps to help me. Plan, Do and Review, Plan, Do and Review, Plan, Do and Review, It’s called the Super3™.

  7. The Big 6 1. Task Definition 2. Information Seeking Strategies 3. Location & Access 4. Use of Information 5. Synthesis 6. Evaluation

  8. Pros/Cons of the Models Advantages Disadvantages • Integrates information search skills as a part of the process • Teaches students to reflect on what they’ve done • Detailed path of what to do next (Big 6); asks specific questions (Super 3) • Creates building blocks for future lessons • Encourages consistent library visits • Introduces students to what the library can provide • Demands that students interact with material • Very linear model • Doesn’t allow for fluctuation • Is not in depth enough for higher level research • Some steps seem trivial/elementary

  9. Dinosaur Super 3 Model

  10. Super 3 Models

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