401 Big6 model - Eisenberg's article 2008

Eisenberg outlines 3 contexts for successful information literacy learning and teaching of any age or level:

1. the information process itself
2. technology in context
3. real needs - work, education, or personal - making learning the skills relevant and transferable

Eisenberg says there are many similarities among the various IL models. The driving force behind all of the models is"process" - the understanding that Information skills are not isolated incidents, but rather are connected activities that encompass a way of thinking about and using information (p. 40).

The Big6 model can be used when facing with an information problem or making a decision based on information. As the name suggests there are 6 stages and two sub-stages under each one:

• Task definition - define the information problem & identify information need (to solve info problem)
• Information seeking strategies - determine all possible sources (brainstorm) & select the best resources
• Location and access - locate resources & find information within resources
• Use of information - engage (read, hear, view, touch) & extract relevant information
• Synthesis - organise from multiple sources (organise) & present the information
• Evaluation - judge the product (effectiveness) & judge the process (efficiently)

Source: http://www.big6.com/

The Big6 skills are a unified set of information and technology skills, when undertaken together form a process. Through the process students learn how to recognise their information needs to solve information problems effectively and efficiently. What I really like about the Big6 is that students can fall back on it when they become stuck during the course of their research assignments.

According to Eisenberg (p. 42) successful Big6 problem solving requires the completion of each stage at some point: defining the task, selecting, locating and using appropriate information sources, pulling the information together and deciding that the task is completed. However, the stages do not need to be completed in any particular order or in any set amount of time. A stage can be repeated or revisited several times. Some stages can be completed with little effort, while at other times a stage is difficult and time consuming. The Big6 process is not linear (step by step) and prescriptive and it's not necessary to complete the stages in order. But all stages must be completed for overall success.

I like the Big6s flexibility for students to be able to move back and forth in the process to meet their individual learning needs and styles.

From a learning perspective, it is beneficial for students to know where in the process they are. It helps them to know what's been done and what's still to do. From a teaching perspective, it's important to anchor instructional and learning experiences related to information and technology skills instruction within the information process.

Eisenberg advocates a collaborative approach to information instruction ...integrate the information skills and coursework content and collaborate on teaching and assessment (p. 45).

Repetition is crucial. Eisenberg says the skills may seem simple, but they are quite involved and can be difficult to master. Students learn through repetition - it isn't enough to teach a skill or sub-skill once. Over time students' proficiency with specific skills and the overall process should improve over time - "if they have regular opportunities to learn and apply the information problem-solving process (p. 46).

I like the idea of this model stressing that the skills should be developed over time with each stage worked on individually. This is extremely realistic and beneficial to students.