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Effective notetaking in student research consists of three steps: identification of key-word and related words in the researchable questions, skimming and scanning, and extracting needed information. These steps begin after students have defined and narrowed the task, constructed researchable questions, and located appropriate sources. Two sidebars provide examples. (AEF)

Using the Big Six research process, students at Live Oak Elementary (Round Rock, TX) supplemented information from traditional print and electronic sources with e-mail exchanges around the world to complete a library research collaborative project culminating in an original folk tale. Describes the Big Six process and how it was applied. (PEN)

Discusses the need for elementary students to evaluate their own information problem-solving styles. Presents self-evaluation techniques to be used before, during, and after the information problem-solving process. Offers a list of self-evaluation questions, guidelines for designing self-evaluation instruments, and an example questionnaire. (JMV)

As the national educational organizations' standards evolve from students mastering discrete skills to demonstrating broad learning behaviors, often referred to as 21st century learning skills, pedagogy is slowly shifting from teacher- and textbook-centered dissemination of facts and information to student-centered construction of learning and knowledge. In this environment, students use a wide range of resources to collaborate with others to solve authentic problems by thinking critically, actively create content, and communicate with a wide audience. The Partnership for 21st Century Skills succinctly categorizes these participatory skills into the four Cs: "critical thinking and problem solving, collaboration, communication, and creativity and innovation" (P21 mission statement). Both the American Association of School Librarians (AASL) and the International Society for Technology in Education's (ISTE) National Educational Technology Standards for Students 2007 call for students to use an inquiry approach when engaged in the research process. But what does it look like for a student to be engaged in inquiry? What is inquiry-based research, commonly referred to as inquiry-based learning or "guided inquiry"? This article provides an introduction to inquiry-based learning. (Contains 3 online resources.)

Explains how a library media specialist can organize a collaborative curriculum project with communities throughout the world via the Internet, while integrating information process skills and content objectives. Highlights include planning ahead; collaborating with classroom teachers; conducting and managing the project, including writing and disseminating a call for participation; and program evaluation and publicity. (LRW)

There are several factors to consider when developing tasks to satisfy curricular objectives. Tasks can be written by teachers alone or by teachers and library media specialists collaboratively. Each task should have an authentic problem-driven purpose, be developmentally appropriate, have an intended audience, and introduce new concepts, content, and skills. (Author/AEF)

Tomlinson defines differentiated instruction as "attempts to meet students where they are in the learning process and move them along as quickly and as far as possible in the context of a mixed-ability classroom." Successful differentiation equals student engagement and understanding. Instruction can be differentiated in several ways: by student interest, as each student adds questions that are directed by personal interests; through readiness differentiation when each student adds personal research and writing goals; or by learning-profile differentiation, where students use different products to show their understanding of the key concepts, principles, and skills. Differentiated instruction and the Big6 process appear to be made for each other. In this article the author explains how instruction can be differentiated with the Big6 process.

Being committed to continuous improvement means having the will to engage in a journey. The journey's path may be long and unpredictable, but most believe the path is well worth navigating if improvement is the end result. Sometimes the most poignant and successful improvement endeavors begin when people examine themselves from within. When they assess themselves from the inside out, they can grapple with the reality of their strengths while honestly owning up to their needs or weaknesses. This article describes the case of a school district that courageously engaged in a year-long improvement effort focusing on its library media programs and practices.

What motivates middle school students? Hormones and success! There is not much that teachers can do about the hormones, but they sure can affect the success. "Teaching Information and Communication Technology Skills: The Big6 in Middle Schools," a new book from Linworth Publishing, offers classroom teachers and teacher librarians new strategies for helping students use the Big6 to succeed in the classroom. The book is the latest edition in the Big6 series which focuses on the information needs of learners in grades 5 through 9. Teachers will find some tried and true methods, such as the popular trash-and-treasure note taking procedure, in addition to new strategies for integrating information and communications technology skills into the curriculum. It also contains useful information of all kinds, including advice for educators, tips that can be used in the classroom, and even Big6 lessons. A few excerpts from the book, including strategies for implementation and sample lessons, are presented.

What administrators know and understand matters when it comes to organizing a school for teaching and learning. When principals and assistant principals discourage the use of practices unfamiliar to them or do not support best practices, they can actually hamper student achievement and professional growth. This is especially true when it comes to the library media center, where front office decisions directly affect program budgets, the master schedule, and the overall role as library media specialist. This article presents a discussion about the importance of partnership between principals and school administrators. Together they can actually bring forth change when they are on the same track. A quality library media center program has the potential to impact student learning the way no other support program can. In fact, the importance should move the library media center program from "support" to "critical" status by its ability to bring those real-world critical information, communication, and technology skills into the more traditional content area curriculum standards. Furthermore, along with the efforts, the principal is the other critical force to ensure the library media center program takes its appropriate place in the school's course of study. Bringing the administrator on board may be the most important challenge, but it will be well worth the effort!

A library media specialist believes students should go beyond the facts and other information they find in sources. They can stretch their intellect and engage them in the learning process. The students can produce more meaningful and significant results by combining information found in sources, their original idea and transferable skills in the synthesis step of Big6.

Students need much assistance if they are to successfully use the Location and Access procedure of problem-solving. Guidelines are presented on how classroom teachers and library media specialists can help elementary students manage this Big6 stage.

Teachers who design meaningful and developmentally appropriate tasks will motivate their students to engage in the content and as students work through the Big6 process, interacting with the content, they learn and practice information and technology skills. A valuable task definition technique is to develop questions that students in each group will need to answer to successfully complete the task.

The process of retrieving information from reference sources can be a problem for young students due to differences in terminology. Pointers on how library media specialists can assist young children to acquire information from sources are provided.

Focuses on ideas and strategies to help students identify appropriate resources for specific research tasks. Highlights include three processes for working through assignments, brainstorming and narrowing the list of sources, using a checklist of primary sources, and other considerations. (AEF)

Provides guidelines for designing an "authentic project," which is the result of an information search based on a problem-driven task; it is a library research project in which authentic content is integrated with transferable skills in a real-life context. Presents three questions for assessing student performance and learning objectives. Describes a source for research project ideas. (AEF)

The various steps to be implemented in helping students to interact with the Internet in order to avoid wrong information sites are presented. It is significant that children need to be well guided to reputable sources of information in electronic subscription databases.

Describes how to use storytelling in elementary education to teach the Big6 research process. Strategies for implementation are presented, including modifying a story, writing a story based on the curriculum connection, and using puppets. (LRW)

Presents a story and song that can be used to teach Big6 research skills to elementary students that is based on the book "Lizard's Song", by George Shannon. (LRW)

Explains how to teach students to select information from sources without copying sentences verbatim. This use of information is related to one step in the Big6 information problem-solving process, a high-level task that requires students to evaluate content in relation to a topic or question. (LRW)

Presents an example of successfully integrating classroom content, library media activities, and the Big6 information problem-solving process in kindergarten through second-grade classrooms. A unit on farm animals is described, in which fifth-grade students assist first graders with location and access and use of information, specifically note-taking. (LRW)

The article focuses on the speech improvement program conducted to mentally retarded individuals in the U.S. The program was administered to 40 retarded subjects from the Fort Wayne State Hospital and Training Center for three weeks per sound of a 28-week period. It emphasized consonantal presentation in the initial, final and medial positions, phonetic placement, and auditory training with the use of the overhead projector, "Talking Time" filmstrips and Language Master. The study revealed that the presentation of a speech improvement program to institutionalized groups of retardates did not provide significant treatment effects.