The document discusses using the BIG6 model to help students develop critical thinking skills related to information literacy. The BIG6 model involves 6 stages: 1) task definition, 2) information seeking strategies, 3) location and access, 4) use of information, 5) synthesis, and 6) evaluation. For each stage, the document provides guidance on activities and questions to help students develop skills such as determining information needs, finding and evaluating appropriate sources, extracting and organizing relevant information, and assessing both the problem-solving process and final product or learning outcomes. The overall goal is to prepare students for lifelong learning and contribution to various communities.

1. Using the BIG6 to help students develop critical thinking skills.Information Literacy

2. ACRL’s Information Literacy Competency StandardsDetermine the extent of information needed Access the needed information effectively and efficiently Evaluate information and its sources critically Incorporate selected information into one’s knowledge base Use information effectively to accomplish a specific purpose Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm

3. BIG6 Skills 1. Task Definition 2. Information Seeking Strategies 3. Location and Access 4. Use of Information 5. Synthesis 6. Evaluation

4. I. Task Definition Define the information problemIdentify information needed to solve the problemDevelop and refine a range of questions to frame the search for new understanding.Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.

5. Receiving Instructions & BrainstormingTeachers can give specific guidelines for assignmentsShow end products from previous semesters/studentsEncourage free writing, concept maps, spider web graphs, etc.Brainstorm ideas and do not feel like you have to commit immediately to a topic

6. II. Information Seeking StrategiesDetermine the range of possible sources (brainstorm).Evaluate the different possible sources to determine priorities (select the best sources).Find, evaluate, and select appropriate sources to answer questions.See “ISU Research Tips & Access Points” handout.Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.

7. Which sources might help most?Find basic background information

8. Search for more information

9. Consult specific sources

10. Weigh gathered information with personal and other’s experienceOWN EXPERIENCE & INTERVIEWSARTICLESBOOKSREFERENCE MATERIALS

11. Planning Your Keyword SearchWhat is your research question?Choose keywords from your question.Think of synonymsBoolean searching - object lesson - AND, OR, NOT - (medication or prescription) and abuse - (synonym or related term) and keyword and keyword

12. Evaluating Information—Applying the CRAAP TestGroup Activity - Evaluate abstracts - Is the information timely/current? - Will it help to answer my research question? - Is the information accurate? How can I know? - Who wrote the article/book? How are they qualified? - Why did they write it? Do they have a bias?http://www.isu.edu/library/help/ineteval.htmSee the handout.Medication abuse: is tighter regulation of prescription drugs needed?

13. Location and AccessLocate sources (intellectually and physically).Find information within sources.Demonstrate mastery of technology tools for accessing information and pursuing inquiry.Seek divergent perspectives during information gathering and assessment.

14. Use of InformationEngage (e.g. read, hear, view, touch) the information in a source.Extract relevant information from a source.Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.Apply critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge.Follow ethical and legal guidelines in gathering and using information.

15. SynthesisOrganize information from multiple sourcesPresent the informationUse technology and other information tools to analyze and organize infoUse technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.