1. Task Definition
Determine exactly what the information problem is and determine the specific information needs related to the problem. Using your example students need to identify one amendment, interpret it, talk to adults about it, and see if they think it still applies today. Students would need to put this into a question, know the questions that need to be answered, and what kind of information is needed to answer these questions.

• What is the problem to be solved?
• What information is needed in order to solve the problem?
• What is required in an assignment?
• What is the order of tasks and the timeline required?

Task Definition Examples:

      Does the “Amendment #??” still apply today?

2. Information Seeking Strategies
Once the problem is clearly articulated, attention turns to the range of possible information sources. Information Seeking Strategies involves making decisions and selecting sources appropriate to the defined task.

• What are all possible sources of information?
• What are the best of all the possibilities?
• What are alternative methods of acquiring information?

Information Seeking Examples:

· Brainstorm what sources should be used to find out about Bill of Rights.

· Decide which Reference sources in the library are likely to provide information about each amendment.

· Evaluate computer resources

· Evaluate the different possible resources to determine priorities

1. decide whether to ask an expert or use a reference book or other source.

2. decide whether it is OK to use an encyclopedia for this assignment.

3. Location and Access
This is where the information seeking strategy really begins. Once students have decided on the appropriate strategy, this strategy must be carried out. This is the physical part and receives the most attention in traditional library curricula and it includes: use of access tools, arrangement of materials, parts of a book, and strategies for searching an online catalog, databases or the Internet.

In the Big6 approach, getting to materials follows logically after deciding what it is you wish to find and where you might find it.

• Where are these sources?
• Where is the information within each source?

Location and Access Examples:

· Locate an Encyclopedia and locate specific information for your topic.

· Locate sources (intellectually and physically):

1. find a particular book on the shelf.

· Find Information within sources:

1. look up a book on the Bill of Rights and look up an amendment.

4. Use of Information
Once students are able to locate and access a source, they must be able to read, view, listen or interact with the information and decide what is valuable for their particular situation. They must extract the information that they need using notes, copies, citations, etc.

• What information does the source provide?
• What specific information is worth applying to the task?

Use of Information Examples:

· View a videotape on the Bill of Rights and outline major points.

· Examine the glossary in the back of a book to see if a term is included, and if so, write down the definition.

· Engage the information in a source (read it, view it, hear it):

1. scan a book to determine if it is useful.

· Extract information from a source:

1. take notes on bibliographic information for later use.

2. take notes on a magazine article

5. Synthesis
Synthesis is the restructuring or repackaging of information into new or different formats to meet the requirements of the task. Synthesis can be as simple as relaying a specific fact. Synthesis can be very complex involving several sources, a variety of media or presentation formats, and the effective communication of abstract ideas.

• How does the information from all sources fit together?
• How can this information best be presented?

Synthesis Examples:

· Make an outline (using information from multiple sources) for the report.

· Organize information from multiple sources:

1. put note cards (from multiple sources) in logical order

· Present information:

1. create a PowerPoint slide show on what makes the Bill of Rights so important

6. Evaluation
Evaluation determines how effectively and efficiently the information problem-solving process was conducted. The primary concern of evaluation are these questions:

• Was the information problem solved?
• Was the information need met?
• Was the decision made?
• Was the situation resolved?
• Does the product satisfy the requirements as originally defined?
• What set of criteria can you use to make judgments?

Other considerations in evaluating the efficiency of the information solving process include the amount of time spent on useful activities and whether there was any miscalculation in the amount of time needed to complete the tasks. This self-evaluation by the student will improve their overall ability to solve future information problems.

Evaluation Examples:

• Determine why I didn't get an A on my project.
• Decide whether or not an assignment is finished.
• Judge the product effectiveness:
1. set criteria for judging the PowerPoint project (rubric).
2. determine whether the information need as originally defined is met.
• Judge the efficiency of the information problem-solving process:
1. determine the degree to which note taking techniques are working
2. state what you would do differently next time.