Task Definition
In this step, the student determines exactly what the information problem is and
the specific information related to the problem. Using a simple school assignment
as an example, students would need to know which questions need to be answered,
what kind of information is needed to answer these questions, when it is due,
etc. (Gosh, isn't it easier when teachers hand out the assignment so students
can bring it with them to the library? hint, hint)
Information Seeking Strategies
Once the problem is clearly articulated, attention turns to the range of possible
information sources. Information Seeking Strategies involves making decisions
and selecting sources appropriate to the defined task. As librarians, we do this
every time we assist a patron locate materials. We determine the depth of information
needed, the reading level, possible related materials, and so on. Too many times
students don't spend enough time thinking about these two steps. They leap right
into step 3, Location and Access. This is becoming even more true as the Internet
proliferates and students start surfing without the necessary forethought.
Location and Access
This is where the information seeking strategy really begins. Once students have
decided on the appropriate strategy, the strategy must be carried out. This is
the physical part and receives the most attention in traditional library curricula.
Examples include: use of access tools, arrangement of materials, parts of a book,
and strategies for searching an online catalog. Too often library instruction
focuses on the use of particular skills associated with specific access tools
such as the Reader's Guide to Periodical Literature, the catalog, etc.; rather
than focusing on skills that can be transferred to other situations or other kinds
of problems. In the Big6 approach, getting to materials
follows logically after deciding what it is you wish to find and where you might
find it.
Use of Information
Once students are able to locate and access a source, they must be able to read,
view, listen or interact with the information and decide what is valuable for
their particular situation. They must extract the information that they need using
notes, copies, citations, etc.
Synthesis
Synthesis is the restructuring or repackaging of information into new or different
formats to meet the requirements of the task. Synthesis can be as simple as relaying
a specific fact. Synthesis can be very complex involving several sources, a variety
of media or presentation formats, and the effective communication of abstract
ideas. This is where the real learning takes place as new information is brought
in and links are made to pre-existing knowledge within the learner's head.
Evaluation
Evaluation determines how effectively and efficiently the information problem-
solving process was conducted. The primary concern of evaluation are these questions:
- Was the information problem solved?
- Was the information need met?
- Was the decision made?
- Was the situation resolved?
- Does the product satify the requirements as originally defined?
Other considerations in evaluating the efficiency of the
information solving process include the amount of time spent on useful activities
and whether there was any miscalculation in the amount of time needed to complete
the tasks. This "de-briefing" by the student, whether conducted mentally or formally
in the classroom, will improve their overall ability to solve future information
problems and is an important part of learning. It is always useful to have an
evaluation checklist provided by the teacher so that students will know what criteria
will be used to grade their work and how long each major task should take.
How can
it be used?
An effective way to implement the Big6 is to
seek out opportunities within existing or planned classroom units and lessons
that are directly related to the Big6 skills. The simplest question may turn into
an opportunity to explore the Big6. In a public library, the patron is already
aware that an information problem exists--that is why they are there; but often
the patron has not progressed beyond realizing that there is a need. The reference
interview provides critical information concerning Task Definition and informs
us as we proceed into Information Seeking. More indepth information can be found
at Using the Big6.
