Big+Six

=BIG SIX: Information Problem-Solving Skills=

[|Click] here for a powerpoint presentation comparing the Big 6 process to a treasure hunt.

__I. Task Definition__ "WHAT"
A. What's the task? B. What types of information do I need?

Key Concepts / Skills: research questions, KWL, search terms, preliminary subject search

__II. Information Seeking Strategies__ "THINK & PLAN"
A. What are possible sources? B. Which are the best?

Key Concepts / Skills: primary vs secondary sources, fiction, non-fiction, encyclopedias, interviewing, evaluating web sites (purpose, author, reliability, timeliness)

__III. Location and Access__ "WHERE"
A. Where is each source? B. Where is the information in each source?

Key Concepts / Skills: reading non-fiction, indexes, tables of contents, captions, bold text, library catalog (OPAC), databases, Pioneer, search engines, Boolean searches, subject searches

__IV. Use of Information__ "USE"
A. How can I best use each source? B. What information in each source is useful?

Key Concepts / Skills: note-taking, copyright and plagiarism, bibliography, relevancy

V. Synthesis "SHOW"
A. How can I organize all the information? B. How can I present the results?

Key Concepts: outline, topic sentence, introduction, conclusion, powerpoint, word processing, rough draft, editing, presentation, using graphics

__VI. Evaluation__ "EVALUATE"
A. Is the task completed? B. How can I do things better?

Key Concepts: self-evaluation, rubric

Related Lessons
//Going on a Treasure Hunt// (Overview of the Big Six research process, comparing it to a treasure hunt. Handout: Big6 [|Chart]) //What’s Your Treasure?// (Lesson about identifying info need. Pre-research activities such as introducing the KWL method, writing potential thesis statements, developing timelines, formulating research questions, etc.) //Making a Map// (Overview of different types of information sources and strengths and limitations of each. Examples of information needs and where to begin.) //Primary or Secondary?// (Lesson about the primary and secondary sources, examples and advantages of each, and when to look for one kind or the other.) //Fiction, Non-Fiction, and Dewey// (Overview of library collection and where things are located. This is a two-day lesson.) //Research Is Not Surfing// (Evaluating web sites is PART of the research process: Purpose, Author, Reliability, and Timeliness. Handout: [|PART] worksheet) //Using the OPAC// (Discussion of how to find items in the OHMS Library through the OPAC.) //Gathering Your Tools// (Lesson about finding good search terms for online searches. Discussion about how to find good terminology about a topic, even if it’s unfamiliar to you, through encyclopedias and indexes.) //Start Digging, Part 1// (Where should you start with reference books? Overview of such tools as indexes, glossaries, tables of contents, appendixes, bold print, graphic images and captions, and topic sentences.) //Start Digging, Part 2// (Where should you start with the internet? Discussion about and demonstrations of online libraries and search engines, Boolean searches, and subject searches.) //Exploring Pioneer: Utah's Online Library// (Practice using Pioneer, highlighting tools available through the different databases and strengths of the diffferent resources.) //Separating Trash from Treasure// (Lesson about following your leads.) //Recording Your Treasure Nuggets// (About note-taking) //Yours, Mine, or Ours?// (Lesson about copyright and plagiarism, and about citing sources and building a bibliography) //What Should I Read?// (Discussion about "Every book its reader," "Every reader a book," and intellectual freedom. Also covers ways to identify genres, themes, and reading level.) //As Good as Gold// (Discussion of copyright and plagiarism and how to cite your sources using the ATSD acronym.) //Spreading the Wealth// (Activity to take students' research from the rephrase-retell level to critical thinking through the use of a common problem and a sharing grid.) //Am I Done?// (Discussion about evaluating your own process, knowing when enough is enough, and identifying things you’d do differently next time.)
 * Overall Process:**
 * Step I - Task Definition:**
 * Step II - Information Seeking Strategies:**
 * Step III - Location and Access:**
 * Step IV - Use of Information:**
 * Step V - Synthesis:**
 * Step VI - Evaluation:**

Core Curriculum
Utah State's [|Core Curriculum] for Library Media / Information Literacy.