Big+6

// The Big 6 // // Information Problem Solving Model //

// 1.1 Define the information problem // How you frame or understand the problem is important. Based on an analysis of the problem you should be able to: // 1.2 Identify Information needed // The second half of this step is to start to create a preliminary plan. What information is needed to finish the assignment or solve the problem? You should be able to:
 * Step 1: Task Definition **
 * Define the parameters of the problem.
 * Formulate questions you need to answer in their product or solution.
 * Know what information is needed to complete the assignment based on your instructions.
 * Select, narrow or broaden topics for a research assignment
 * Ask questions to clarify what is expected.
 * Determine information needed to solve the problem or make a decision
 * Choose the kinds and quantity of information needed to solve the problem (facts, opinions, statistics, interviews, quotes, pictures, etc.)
 * Pick out keywords in the problem to use to search for information.
 * Determine statements that require evidence for support.

// 2.1 Determine all possible sources // You should brainstorm possible sources or strategies for answering their questions. Considering a variety of formats and research techniques, you should be able to:
 * Step 2: Information Seeking Strategies **
 * Generate a list of possible sources (textual, visual, and human) to solve a problem.
 * Identify the reasons and pros/cons for using a type of source.

// 2.2 Select the best sources // Narrow the list to the best couple of sources to use for this particular assignment or problem. Based on the brainstormed list of sources, you should be able to:
 * Be able to pick sources that are appropriate based on recognized criteria (e.g. currency, authority, relevance, etc.)
 * Use a variety of different types of sources as appropriate.
 * Justify matching a particular tool or strategy to solving a problem

// 3.1 Locate sources (intellectually and physically) // You must first find the resource itself. In other words, find out where that book, website, or person lives and pay it or him a visit. To find the resource the you might need to know or understand: // 3.2 Find information within sources // Part two is about finding the information within that source. If you don't know how to use an index, a website's search engine, or simple skim and scanning techniques, most people can be expected to give up thinking they have to read the whole book or click on every page. It sounds improbable, but it happens often when students are doing research assignments. To find information in a source you might need to know how to:
 * Step 3: Location and Access **
 * How to use the library catalog and the Dewey Decimal System.
 * How to construct an effective search strategy in a search engine or database.
 * Where to find local community resources (e.g. historical society, business, government agency)
 * How to arrange an interview with an expert or community leader.
 * How to revise search strategies that are not working based on search results.
 * How to properly cite sources for a working bibliography.
 * Who and when to ask for help in finding sources.
 * Use an index in a library book or their textbook.
 * Look up locations on a map or use a map legend.
 * Use the find feature (Ctrl + F) in Internet Explorer.
 * Use skim and scan techniques to find the appropriate material on a website or in a book.
 * Use various finding tools on a website (e.g. site search engine, site index/site map, navigation buttons, section headings).
 * Use the navigation buttons on a VCR, video software (Windows Media Player), Adobe Acrobat or other equipment or software.

// 4.1 Engage (e.g. read, hear, view, touch) // You will need to be able to sift through, evaluate, read ,hear, view and otherwise interact with the information on the screen, page, or other medium. You should be able to: // 4.2 Extract relevant information // This means more than taking some good notes. You might be expected to:
 * Step 4: Use of Information **
 * Read, hear, view, listen to or touch the information and comprehend it.
 * Determine what information will be helpful in answering a research question.
 * Conduct an effective interview.
 * Manipulate data in a database or spreadsheet or interactive website.
 * Evaluate a source for quality and relevance based on specific criteria.
 * Watch a television show and recognize relevant information.
 * Read and understand a graph or other visual presentation of information.
 * Determine the purpose, scope, and point of view of information (e.g. detect bias, newspaper account vs. historical analysis).
 * List the key points in an article, chapter, or website related to a question or topic.
 * Underline or highlight relevant information.
 * Summarize a point in their words onto a note card.
 * Determine when it is appropriate to use a direct quotation or a paraphrase of information.
 * Copy and paste relevant paragraphs into a word processing program or other software.
 * Download clip art or audio and video clips.
 * Properly cite where the information came from using MLA or APA style.

// 5.1 Organize from multiple sources // Once you find, evaluate, and extract relevant information, you need to put it together in a way that demonstrate some personal understanding. You should be able to: // 5.2 Present the information // Then comes the big moment. Make the decision, turn in the paper, make the speech, buy the car, turn in the lab results. A few examples of what you might do:
 * Step 5: Synthesis **
 * Determine how all the information fits together.
 * Demonstrate the ability to pull together, integrate and organize information from the task in appropriate ways.
 * Add you own thinking and point of view to the their research.
 * Create chronological time-lines and charts, use word processing to revise a paper or arrange information for a PowerPoint.
 * Understand and apply various methods for organizing information: chronological, category, narrative, a series of steps or directions, alphabetical, thesis and main ideas, on a continuum, inverted pyramid, etc.
 * Justify you decision for choosing a type of organization.
 * Make a speech using PowerPoint ,video or other multimedia resources.
 * Create a paining using traditional or digital media.
 * Create and label maps.
 * Graph data in a spreadsheet and create a pie chart.
 * Create a interactive, web-based tutorial on a topic relevant to class content.
 * Build a better mousetrap using scientific principles.
 * Use in-text citations to cite sources in context and create a bibliography
 * Develop a brochure on how to buy a car for first time car buyers.

// 6.1 Judge the result (effectiveness) // Even if they have been exposed to rubrics in Their classes, students don't always take responsibility for the results. Requiring them to become actively involved might result in better products. You should be able to: 6.2 Judge the process // (efficiency) // Of course evaluation can come into the process multiple times along the way and not just at the end. You might be asked to do this yourself by:
 * Step 6: Evaluation **
 * Work with the teacher to identify the criteria for a product rubric.
 * Demonstrate the ability to evaluate a PowerPoint on both content and format.
 * Use your self-evaluation skills to revisit previous Big 6 steps to improve their product before teacher evaluation (e.g. multiple paper drafts).
 * Use your evaluation skills appropriately during peer editing sessions.
 * Reflect on the search results or on your gathered information in step four. Are there holes in their research?
 * Completing a checklist with the necessary steps to finish a process (e.g. baking a cake).
 * Reflecting on your individual effort during the course of a project either in journal entries during the process or in a self-reflection piece that is part of the final assignment.
 * Justifying why you used a particular strategy or tool during your research process.
 * Identifying your own strengths and weakness in your search or writing processes.

adapted from information found at: http://www.librarianonfire.com/projects/informationliteracy/big6_presentation2.htm based on the Big 6. www.big6.org. Created by Mike Eisenberg and Robert Berkowitz