The big6 skills

1. Information Literacy Models

2. What is Information Literacy?

3. • Information Literacy is a compelling topic.
• Many researchers and education professionals
have developed information process models

4. • Among these models are the Information
Search Process (ISP), FLIP It!, and the BIG6
Process.
• The age of the learner is not a factor in the
process, but the amount of support needed by
a media specialist or educator can be
determined by using the guidelines of the
models to pinpoint where a learner may be.

5. Information Literacy Models
Information Search FLIF It! Big6 Skills
Process (C. Kuhlthau) A. Yucht Eisenberg & Berkowitz
Task Initiation Focus Task Definition
Topic Selection Locate Information Seeking
Topic Exploration Investigate and Implement Location and Access
the Information
Focus Formulation Produce Use of information
Resource Collection Intelligent Thinking Synthesis
Presentation If Then Evaluation
Assessment

6. The Big6
• The Big6 is a process model for information
problem-solving. It integrates information
search and use skills along with technology
tools in a systematic process to find, use,
apply, and evaluate information for specific
needs and tasks.

7. Michael B. Eisenberg is dean of the
Information School of the University of
Washington. Mike, and his co-author Bob
Berkowitz, created the Big6 approach to
information problem-solving, and Mike has
worked with thousands of students (preK
through higher education), as well as people
in public schools, business, government, and
communities to improve their information and
technology skills.

8. Mike has written numerous books and articles
on aspects of information science and
librarianship, information literacy, library
media work, and information technology.

9. The Big6

10. 1. Task Definition
1.1 Define the information problem
1.2 Identify the information needed (to solve
the information problem)

11. Task Definition is the stage of the Big6 that gives
students the most difficulty. Students should be
able to:
• understand the nature or type of the assignment
• select among options
• narrow the scope

12. • determine exactly what they are expected to do
• envision what the end product will look like
• know how they will be graded
• estimate how much time and effort will be required

13. • consider how much information will be needed
• determine the types of information to seek out

14. 2. Information Seeking Strategies
2.1 Determine all possible sources (brainstorm)
2.2 Select the best sources

15. Information seeking strategies is a mind expanding
stage of the information problem-solving process.
Determine all possible sources) include:
• Generating a list of all potential information
sources—print, electronic, and human—for a
given information problem.

16. • Recognizing the full range of technology sources:
online databases, news an discussion groups, as
well as the Internet.

17. 3. Location and Access
3.1 Locate sources (intellectually and physically)
3.2 Find information within sources

18. • Location and Access is getting the needed
source in your hands. In this stage, students
should be able to:
• find the sources they need
• use indexes, online card catalogs, and Web
searches

19. • physically locate and check out needed print
sources in a library media center
• use the index and table of contents of print
sources
• scan Web sites or digital sources for needed
information

20. • save Web sites or articles for more in-depth
reading later
• locate experts and develop interview
questions

21. 4. Use of Information
4.1 Engage (e.g., read, hear, view, touch) the
information in a source
4.2 Extract relevant information from a source

22. • Use of Information is where we get to the
heart of the matter;
• it requires heavy-duty “critical thinking” as
students engage the information in a source
and
• decide what relevant information to use from
each source

23. 5. Synthesis
5.1 Organize information from multiple
Sources
5.2 Present the information

24. • Synthesis is the most visible part of the
information problem-solving process. It’s the
end result, the outcome, the conclusion.

25. 6. Evaluation
6.1 Judge the product (effectiveness)
6.2 Judge the information problem solving
process (efficiency)

26. • Compare the requirements to the results.
• Check the appropriateness and accuracy of
the information used.
• Judge how well their solution is organized.

27. • Rate the quality of their final product or
performance compared to their personal
potential (i.e., Did I do the best that I could?).
• Judge the quality of their product to a
predefined standard

28. Prepared by:
Mary May C. Porto
BLIS-III
Prof. Sheryl C. Farquerabao
INFORMATION LITERACY MODELS
LIS 122