The document introduces the Big6 model, which is a six-stage process for solving information problems: 1) Task Definition, 2) Information Seeking Strategies, 3) Location and Access, 4) Use of Information, 5) Synthesis, and 6) Evaluation. Each stage contains two sub-stages, for a total of 12 steps. The Big6 model is widely used to teach research and technology skills from K-12 through higher education. It provides a systematic approach for handling any problem or task by defining the problem, locating and evaluating sources, extracting relevant information, organizing it, and assessing the results.

1. THE BIG SIX!
Research Skills –
Problem Solving

2. INTRODUCTION
• Developed by educators Mike Eisenberg and Bob
Berkowitz, the Big6 is the most widely-known and
widely-used approach to teaching information and
technology skills in the world. The Big6 is an
information and technology literacy model and
curriculum, implemented in thousands of schools - K
through higher education. Some people call the Big6 an
information problem-solving strategy because with the
Big6, students are able to handle any problem,
assignment, decision or task. Here are the six stages
we call the BIG6. Two sub-stages are part of each main
category in the Big6 model:

3. Task Definition
I. Define the Problem
• Read relevant background information.
• Write a statement or question that clearly
identifies the information problem.
• Identify and define key words.
• Create a concept map of the key words.

4. Task Definition
II. Identify the Information Requirements
of the Problem
• Acceptable Resources: How many?
Types? How current? Is the Author an
authority on the subject?
• List tasks in order and create a schedule
for accomplishing them.

5. Information Seeking
Strategies
I. Determine the Range of Possible
Sources
• Make a list of resources that you know
about and can use for the assignment.
• Ask another person or group for other
sources you may not already know about.
.

6. Information Seeking
Strategies
II. Evaluating the Different Possible
Sources to Determine Priorities
• Select the resources on your list that will
give the best information for the
assignment.
• Develop a priority listing of these selected
resources based on importance to the
assignment and their availability.

7. Location and Access
I. Locate the Sources
• Identify the sources in your classroom and home
environments (i.e. textbooks, magazines,
encyclopedias, Internet).
• Find additional sources in the school or public libraries.
– Use the electronic catalog to determine the location of each
source and whether or not it is available.
– Write down the location number for each source.
– Use the library map to determine the physical location of each
source.
– Go to the location of each source in the library.

8. Location and Access
II. Finding Information Within the Sources
• Use the Table of Contents, Glossary, and Index
to locate specific information within each
source.
• Browse the shelves for your topic's location
number to locate other source on your topic.
• For electronic sources: conduct subject and
word searches to locate the specific information
you need.

9. Use of
Information
I. Engaging the Information in a Source
• Read, hear, or view the information in a
source.
• Identify the main ideas, key words, dates,
names, etc. that will be important for
note-taking.
• Evaluate the information for reliability and
usefulness.

10. Use of
Information
II. Extracting Information from a Source
• There are many approaches to extracting information
from a source.
• If the source is written material, the Photocopy/Highlight
note-taking method can be used.
• When using other types of materials like audio tapes
and videotapes, listen to or watch the whole
presentation first. Next, listen to or view the
presentation again, stopping top write down important
information.
• For electronic sources of information, download
appropriate files.
• Write down bibliographic information for the sources
you use.

11. Synthesis
I. Organizing Information from Multiple
Sources
• Put note cards (from multiple sources) in logical
order.
• Develop an outline (storyboard, script, etc.) for
the topic.
• Write a bibliography (reference page or works
cited) and include it in your project. It is always
important to tell where you found the
information you used in your research.

12. Synthesis
II. Presenting Information
• Choose the best way to present the
information.
• Allow enough time to do a thorough job.
• Pay close attention to details (e.g.
neatness, spelling, etc.) These things can
make or break a presentation.

13. Evaluation
I. Judging the Product
• Decide whether or not the assignment is fully
completed.
• Decide if the project meets the criteria set up
for the assignment.
II. Judging the Information Problem Solving
Process
• Determine whether the information need as
originally defined is met.
• State what you would do differently next time
(always allow time for reflection).