big 6 research model

Research Process: The Big 6

• Step #1 : Task Definition
• Step #2 : Information Seeking Strategies
• Step #3 : Location and Access
• Step #4 : Use of Information
• Step #5 : Synthesis
• Step #6 : Evaluation
• Helpful Videos
• How to Identify Resource Types
• Database Tutorials (Videos)
• What is Boolean Searching?
• Evaluating Websites
• Citing Sources
• How to Avoid Plagiarism

Check the pages above for each Step of the Big6 to get a further explanation of the process.

The “Big6™” is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

Overview of Big6 Process

Developed by 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. Used in thousands of K-12 schools, higher education institutions, and corporate and adult training programs, the Big6 information problem-solving model is applicable whenever people need and use information.

Big Six Steps

Following these steps will help you to focus and stay organized while doing your research. 1. Task Definition

• Define your assignment & identify information needed to complete it.
• Restate the assignment in your own words. What are you interested in learning?
• Gather basic information about your topic by reading articles, web pages etc.
• Talking with teachers/parents/librarians is also helpful.

2. Information Seeking Strategies

• Make a list of all possible sources & select the best ones.
• Choose from nonfiction, news articles, reference books, web pages, databases, ebooks and multimedia encyclopedias.

3. Location and Access

• Locate sources & find information within the texts.
• Consult the library catalog, library reference section, search engines, and web-based references
• Use a graphic organizer to map out your topic and sub topics

4. Use of Information

• Engage with your source: read, hear, view & extract the most valuable information
• Use skimming and scanning to find information that addresses your topic.
• Look for key words, pictures, read headlines and first & last paragraphs of articles to help find the “right” information.
• Take notes – cite your source on your note card 
• Summarize, paraphrase or quote.
• Remember to cite each source you use. Use EasyBib

5. Synthesis

• Choose the format of your project and organize your research notes according to how you will share the information.
• If your format is a paper, begin by writing an outline.
• If you are producing a PowerPoint or multi-media presentation, categorize your main bullet points and images. Different formats require different types of organization.
• Present the information effectively by practicing and knowing your audience.

6. Evaluation

• Judge the product (effectiveness). 
• Judge the process (efficiency).
• Did you meet your objective?
• Judge the quality of your work.
• Next, judge the quality of your presentation.
• You can use criteria such as accuracy, content, creativity and legibility.

Big6 Mike Eisenberg and Bob Berkowitz.

• << Previous: Home
• Next: Step #1 : Task Definition >>
• Last Updated: Nov 21, 2019 1:12 PM
• URL: https://ashley.nhcs.libguides.com/researchprocess

Information Literacy Faculty Guide

• How to use this LibGuide
• Information Literacy Simplified
• Information Literacy: OER / ZTC Resources

The Big6: A Model for Information Literacy

The big6 steps.

• InfoLit Model: Framework for Information Literacy
• InfoLit Model: The The Seven Pillars of Information Literacy
• Writing and Citing Support
• Learning Commons and Library Support

Student Learning Librarian

• The Big6 Model for Information Literacy Developed by 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. Used in thousands of K-12 schools, higher education institutions, and corporate and adult training programs, the Big6 information problem-solving model is applicable whenever people need and use information.
• Big6 Chart A summary of the information literacy experience using the Big6 model as a framework. Includes links to other resources.

The "Big6" Steps Model of Information Literacy

The Big6™ is a process model that 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.

Students may use these steps will help them focus and stay organized during the research process. Step 1. Task Definition

• Define the information problem (assignment)
• What does my instructor expect me to do?
• Do I understand what I need to do?
• What are the questions I need to answer?
• What do I need to know about the topic?
• Should I ask my instructor for clarification? 

Step 2. Information Seeking Strategies

• Make a list of all possible sources & select the best ones
• Choose from library databases: reference databases, scholarly databases, news and magazine databases, streaming video databases, eBooks, or credible websites
• Where can I start to look for information?·
• Who can I reach out to for information?
• What are the best sources to use?
• Should I reach out to a librarian for help with sources?

Step 3. Location and Access

• Locate sources
• Locate sources & find information within the texts
• Consult the library catalog and databases, search engines, and web-based references
• Take notes or use a graphic organizer to map out your topic and subtopics
• Where can I find these resources?
• How do I search to get to them?
• Where do I find the information in the resource?
• Would asking a librarian for help with the databases save me time?

Step 4. Use of Information

• Engage (read, hear, view, touch)
• Use skimming and scanning to find information that addresses your topic
• Look for key words and terminology, pictures, headlines, and first & last paragraphs of articles to help you locate the “right” information
• Keep track of your information by using the library database's Email or Share Tools (include the citation) and email yourself the URL of a web page (you will thank yourself later) 
• Take notes 
• Summarize, paraphrase or quote
• Remember to cite each source you use in the style you were assigned (MLA, APA, etc)
• What type of information did I find?
• Is it credible and fact-based?
• Does it fit the requirements of my assignment?
• Will the information answer the questions I have?
• How do I write notes on the information?
• Is the information reliable?

Step 5. Synthesis

• Organize from multiple sources
• Choose the format of your project and organize your research notes according to how you will share the information.
• If your format is a paper, begin by writing an outline.
• If you are producing a PowerPoint or multi-media presentation, categorize your main bullet points and images. Different formats require different types of organization.
• Present the information effectively by practicing and knowing your audience
• How do I fit all the information together
• How do I write an outline of the project?
• How do I present the information to my teacher to answer the question?
• Did I remember to make notes of all the sources for the  bibliography?
• Would this be a good time to reach out to the Writing Center?

Step 6. Self-Evaluation

• Judge the product (effectiveness)
• Did you meet your objective?
• Judge the quality of your work.
• Next, judge the quality of your presentation.
• You can use criteria such as accuracy, content, creativity and legibility.
• Did I solve the problem?
• Did I write the project in a format that will be understood?
• Will I do anything different the next time?
• What did I learn?
• Am I pleased with the project?

Source: Big6 Mike Eisenberg and Bob Berkowitz.

• << Previous: Information Literacy: OER / ZTC Resources
• Next: InfoLit Model: Framework for Information Literacy >>
• Last Updated: Feb 21, 2024 9:13 AM
• URL: https://westerntc.libguides.com/InfoLit

The Research Process: The Big 6

• Step #1 : Task Definition
• Step #2 : Information Seeking Strategies
• Step #3 : Location and Access
• Step #4 : Use of Information
• Step #5 : Synthesis
• Step #6 : Evaluation
• Helpful Videos
• Why Use Library Databases?
• Boolean and Advanced Searching
• Evaluating Websites
• Citing Sources
• How to Avoid Plagiarism

Check the pages above for each Step of the Big6 to get a further explanation of the process.

The “Big6™” is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

Overview of Big6 Process

Developed by 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. Used in thousands of K-12 schools, higher education institutions, and corporate and adult training programs, the Big6 information problem-solving model is applicable whenever people need and use information.

Conducting Research Interactive Site

• Conducting Research This interactive website presents a colorful step-by-step guide to conducting research.

Big Six Steps

Following these steps will help you to focus and stay organized while doing your research. 1. Task Definition

• Define your assignment & identify information needed to complete it.
• Restate the assignment in your own words. What are you interested in learning?
• Gather basic information about your topic by reading articles, web pages etc.
• Talking with teachers/parents/librarians is also helpful.

2. Information Seeking Strategies

• Make a list of all possible sources & select the best ones.
• Choose from nonfiction, news articles, reference books, web pages, databases, ebooks and multimedia encyclopedias.

3. Location and Access

• Locate sources & find information within the texts.
• Consult the library catalog, library reference section, search engines, and web-based references
• Use a graphic organizer to map out your topic and sub topics

4. Use of Information

• Engage with your source: read, hear, view & extract the most valuable information
• Use skimming and scanning to find information that addresses your topic.
• Look for key words, pictures, read headlines and first & last paragraphs of articles to help find the “right” information.
• Take notes – cite your source on your note card 
• Summarize, paraphrase or quote.
• Remember to cite each source you use. Use EasyBib

5. Synthesis

• Choose the format of your project and organize your research notes according to how you will share the information.
• If your format is a paper, begin by writing an outline.
• If you are producing a PowerPoint or multi-media presentation, categorize your main bullet points and images. Different formats require different types of organization.
• Present the information effectively by practicing and knowing you audience

6. Evaluation

• Judge the product (effectiveness). 
• Judge the process (efficiency).
• Did you meet your objective?
• Judge the quality of your work.
• Next, judge the quality of your presentation.
• You can use criteria such as accuracy, content, creativity and legibility.

Big6 Mike Eisenberg and Bob Berkowitz.

Research Organizer

• << Previous: Home
• Next: Step #1 : Task Definition >>
• Last Updated: May 23, 2020 12:42 PM
• URL: https://tesd.libguides.com/research

Research Basics: Big6

• Research Tips

The Big6 Research Model

The Big6 was developed by Mike Eisenberg and Bob Berkowitz to guide student through a process of conducting efficient and effective research.

The Big6 Approach to Information & Technology Literacy

Big6 Visual

• << Previous: APA
• Last Updated: Apr 18, 2024 1:39 PM
• URL: https://library.millersville.edu/ResearchBasics

© Copyright 2016. All Rights Reserved. Millersville University is an Affirmative Action/ Equal Opportunity Institution. A Member of Pennsylvania’s State System of Higher Education.

Big 6+ Inquiry Process: Big 6+ Inquiry

• Big 6+ Inquiry
• Big 6+ Inquiry Toolbox
• Task Definition/Questioning
• Information Seeking & Location and Access

Use of Information

• Synthesis & Sharing

Self-Evaluation

• Elementary SS/Writing Inquiry Lessons
• Fake News & News Literacy

Big6+ Inquiry Process--Important Documents

• Big 6+ Inquiry FAQs from Teachers
• Super 3+/Big 6+ Inquiry FAQs from Teachers
• Big 6+ Inquiry Graphic
• Big 6+ Inquiry Process Student Friendly Questions
• Super 3+ Inquiry Graphic
• Super 3+ Student Friendly Questions
• K-12 Scaffold of Inquiry Skills
• Elementary Planning Sheet
• One Page Planning Sheet
• Four Page Planning Sheet

Inquiry Process created by OPS Library Services for use in the Omaha Public Schools based on the Eisenberg and Berkowitz Big6 model and featuring elements from Barbara Stripling's Model of Inquiry and the Six Traits of Writing.

Big6+ Inquiry Process

The Big6 is a proven approach to information problem-solving.  It helps you succeed in school and in life.  Use the Big6 to find, use, apply, and evaluate information for specific needs or tasks (Graphic Source: www.big6.com/kids/7-12.htm).

The Big6™

Developed by 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. Used in thousands of K-12 schools, higher education institutions, and corporate and adult training programs, the Big6 information problem-solving model is applicable whenever people need and use information. The Big6 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.

Why Big6™?

We all suffer from information overload. There’s just too much “stuff” out there, and it’s not easy to keep up. At the same time, there’s an irony—yes, we are surrounded by information, but we can never seem to find what we want, when we want it, and in a form we want it so that we can use it effectively.

One solution to the information problem—the one that seems to be most often adopted in schools (as well as in business and society in general)—is to speed things up. We try to pack in more and more content, to work faster to get more done. But, this is a losing proposition. Speeding things up can only work for so long. Instead, we need to think about helping students to work smarter, not faster. There is an alternative to speeding things up. It’s the smarter solution—one that helps students develop the skills and understandings they need to find, process, and use information effectively. This smarter solution focuses on process as well as content. Some people call this smarter solution information literacy or information skills instruction. We call it the Big6.

The Big6 Skills are best learned when integrated with classroom curriculum and activities. Teachers and library media specialists can begin to use the Big6 immediately by:

• Using the Big6 terminology when giving various tasks and assignments
• Talking students through the process for a particular assignment
• Asking key questions and focusing attention on specific Big6 actions to accomplish.

Big 6+ Inquiry Process

Task Definition

• Asks, Creates, and Refines Questions for Inquiry
• Determines Path for Inquiry
• Identifies Intended Audience
• Understands Rubric Expectations and Product Components

Information Seeking/Location and Access

• Understands the Organization of the Library
• Identifies Possible Sources of Information
• Seeks Information from Diverse Genres, Formats, and Points of View
• Uses Information Seeking Strategies to Locate Information within a Variety of Sources
• Evaluates Sources of Information
• Makes Sense of Information by Clarifying Main and Supporting Ideas
• Looks for Patterns and Connects Ideas Across Resources
• Organizes Information by Using a Variety of Tools & Strategies
• Uses Information Ethically

Synthesis and Sharing

• Compares New ideas to Prior Knowledge and Draws Conclusions by Integrating New Ideas with Prior Knowledge
• Creates Product to Express New Learning and Chooses Presentation Format Based on Requirements, Audience, and Personal Strengths
• Reflects on the Inquiry Process

Layout and content adapted  with permission from the Inquiry Model Teacher’s Guide developed by WSWHE BOCES, Paige Jaeger – Facilitator, 2011.

Esienberg, Michael B. and Robert E. Berkowitz. The Big6 Workshop Handbook: Implementation and Impact, Fourth Edition. Santan Barbara, CA: Linworth, 2011.

American Association of School Librarians. 2009. Standards for the 21 st Century Learner in Action.. Chicago: American Association of School Librarians.

• Key Competencies
• Why Inquiry
• The Big6 and Inquiry
• Big6 Overview
• Next: Big 6+ Inquiry Toolbox >>
• Last Updated: Jun 9, 2021 8:46 AM
• URL: https://libguides.ops.org/big6

Omaha Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, marital status, sexual orientation, disability, age, genetic information, citizenship status, or economic status in its programs, activities and employment and provides equal access to the Boy Scouts and other designated youth groups. The following individual has been designated to address inquiries regarding the non-discrimination policies: Superintendent of Schools, 3215 Cuming Street, Omaha, NE 68131 (531-299-9822).

Las Escuelas Públicas de Omaha no discriminan basados en la raza, color, origen nacional, religión, sexo, estado civil, orientación sexual, discapacidad , edad, información genética, estado de ciudadanía, o estado económico, en sus programas, actividades y empleo, y provee acceso equitativo a los “Boy Scouts” y a otros grupos juveniles designados. La siguiente persona ha sido designada para atender estas inquietudes referentes a las pólizas de no discriminación: El Superintendente de las Escuelas, 3215 Cuming Street, Omaha, NE 68131 (531-299-9822).

Big 6 and Super 3

Michael B. Eisenberg and Robert E. Berkowitz have been promoting their approaches to information processing for nearly 20 years.

The Big 6 is an information problem-solving approach developed by Michael B. Eisenberg and Robert E. Berkowitz. It is the most popular model for information skills. It includes the following steps:

• Task definition
• Information seeking strategies
• Location and access
• Use of information

Although The Big 6 only includes six steps, some primary teachers find it overwhelming for their young learners. As a result, teachers have developed modified versions to meet their needs. Eisenberg and Berkowitz have developed a version called the Super 3 for very young children. It includes three steps:

Eisenberg, Michael B. & Berkowitz, Robert E. (1990). Information Problem-solving: The Big Six Skills Approach to Library and Information Skills Instruction . Norwood, NJ: Ablex.

Eisenberg, Michael B. & Berkowitz, Robert E. (1999). Teaching Information & Technology Skills: The Big6 in Elementary Schools . Worthington, OH: Linworth.

Janet, Murray. Applying Big6 Skills, Information Literacy Standards, and ISTE NET.

Little, T, J. Super3 . E arly childhood version of The Big6 Skill written by Eisenberg and Berkowitz

Nuts and Bolts of Big 6 from SBC Knowledge Network Explorer

Online Resources to Support BIG6™ Information Skills from John Newbery Elementary School, WA

• INFORMATION INQUIRY
• life-long learning
• inquiry - overview
• Big6 & Super3
• noodle tools
• research asst
• research process
• pathways to knowledge
• research cycle
• composition
• scientific method
• information fluency
• scientist-specialist-lab
• STUDENT INFO SCIENTISTS
• INSTRUCTIONAL SPECIALISTS
• LEARNING LAB

Frank E. Thompson Middle School Library: Research with the Big 6

• Using the Library
• Glossary Research Terms
• Share what you read W/ #BookSnaps!
• Award winning books
• Teacher Resources
• Clever Help
• Using Destiny Discover
• Web 2.0 Tools
• Chromebook tips
• Social Studies

Big 6 Process

• Overview of the Big 6

Step 1: Task Definition

Step 2: information seeking strategies, step 3: location and access, step 4: use of information, step 5: synthesis.

• Step 6: Evaluation

One well known approach to teaching information literacy skills is the Big6, which was created by educators Mike Eisenberg and Bob Berkowitz.  Mike Eisenberg describes the Big6 as "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".

Permissions for Use  The “Big6™” is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

• The Big6 Website This is the official Big6 website with information from the founders of this information literacy system.
• The Big6 and 21st Century Info Literacy Skills The matrix links the Big6 with the Standards for the 21st-Century Learner developed by the American Association of School Librarians (AASL) and the National Educational Technology Standards for Students (NETS-S).

1.1 Define the information problem

What does your teacher want you to do? Make sure you  understand  the requirements of the assignment.  Ask your teacher  to explain if the assignment seems vague or confusing. Restate the assignment in your own words and ask if you are correct.

1.2 Identify the information you need in order to complete the task (to solve the information problem)

What information do you need in order to do the assignment? Your teacher will often tell you what  information you need.  If he or she does not, it will help you to write a list of questions that you need to “look up.” Example: Let’s say the assignment is to write a paper and make a product about a notable African American. You choose Scott Joplin from the list that was provided by your teacher. She may or may not have told you why this person is notable. You need to figure out what information you need to find out about Scott Joplin. Here are some questions you may ask about him if you don’t know why he is notable:

• Why was Scott Joplin notable?
• When was he born and when did he die?
• Where was he born?
• Was his birthplace or childhood home any influence on his career?
• How did his childhood influence his adult life and his career choice?
• Who in his life were his influences or his role models?
• Why do we remember him now?
• What did he do that is an influence on my life or that of Americans today?

If your teacher told you that Scott Joplin is most noted for developing ragtime music, then you may add the questions:

• What is ragtime music?
• How did he develop ragtime music?
• What instruments did he play?
• Did he sing?

Of course, as you find information on Scott Joplin, you will use some that is not included in your original questions. Use these questions as a place to get started. You won’t waste as much time if you have a place to start.

The “Big6™” is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

Helpful Hint

It is a fact that  teachers don't like it when you don't listen in class and then ask a million questions  about the information they covered.

Teachers are ususally more than willing to help you, but  you need to make sure you have read everything they have given you about the assignment before you ask for help.

All good research starts with a plan.  Complete the  Research Organizer  to help get you off to a good start.  List or summarize your research path. Provide as much information as possible such as search terms you will use and the specific sources you will explore and why. Remember to print your page BEFORE you exit the page or you will lose all your information.

Afterwards, continue on with  The Information Cycle.

2.1 Determine the range of possible sources (brainstorm)

This means that you need to make a list of all the  possible sources  of information that will help you answer the questions you wrote in Task Definition above. Consider library books, encyclopedias, and web sites to which your library subscribes (ask your librarian!), people who are experts in your subject, observation of your subject, free web sites and survey.    

2.2 Evaluate the different possible sources to determine priorities (select the best sources)

Now, look carefully at your list. Which ones are actually  available  to you and are  understandable  when you begin researching? Using information that you don't understand generally leads to cutting and pasting and should be avoided unless you are willing to ask for help to sort it out.

Information Seeking Strategies  is just a fancy way to describe   how you look for information.   For instance, when you get an assignment, do you Google the topic and then simply go to the website that is at the top of the list? Do you go to Wikipedia first? These are information seeking strategies.

Some tools you may want to consider are:

Born Digital Photo or Image 

• It was created (e.g. digital camera, computer screen capture program, desktop scanner) in digital form for the Web
• Or you do not know where the image itself (not the place or object in it) is physically stored

Reference Source

Work of Visual Art

OPAC/Database

Getting Started What is the difference between a blog and a book?  Why does your history teacher prefer the academic  Journal of American History  to the popular magazine  People ?  Understanding how information sources differ in terms of authority, timeliness, accessibility, and changeability will help you to determine the correct information sources for your research project.  View the video to find out more about the roll blogs, books, journals, websites, and databases play in the  Information Cycle  of a news event. 

Watch the video The Information Cycle from The University of Illinois Urbana-Champaign Libraries

3.3 .1 Locate sources

Figure out  where  you will get these sources. Beside each source, write its location. If it is a web site, list its web address. Try to use those that your teacher or librarian have linked or bookmarked. This will save you time. If your source is a person, figure out how you will contact him or her and make a note of this. Now, you will actually get the sources. You may have to get and use them one at a time. If so, come back to this step to locate each source.

3.3 . 2  Find information within sources

Now that you have the source in hand, how will you physically get the information you need? (Remember the questions you wrote in Task Definition?) This all depends on the source.

A. First make a list of words that will help you find information in all of your sources. These are called  keywords.  They are like synonyms and related words to your topic.You can find many of these in the questions you wrote in Big6 Task Definition. Watch the video below to see  how you  would go about creating keywords.

B. Now make a list of the sourcess of information you will use. Beside each, note how you will access the information you need.

• Book:  Look at the  index  or  table of contents  for your topic and keywords
• Encyclopedia:  Use the  index volume  (usually the last volume in the set) for the topic and keywords.
• Databases  that are subscribed to by your library (such as Gale, Worldbook Online, etc.): type  topic and keywords  in the search box. Try them separately and some together. Ask your librarian for help if needed.
• Free web sites:  use  topic and keywords  in subject directories.

Location and access  means how and where you are going to find the information you need. If it is a book, do you own the book  or will you have to go to the library to borrow it?   If you found a website, once you are there,  do you know how to look for the information or section on your topic?    If our library doesn't have the book you need, do you know how to ask us to get it for you? When you are doing any or all of these things, you are completing Step 3 of the Big6.

• From Question to Keyword Watch the video (courtesy of University Libraries, University of North Carolina Greensboro)

Database records are organized using a variety of indexes such as author and subject but are keyword searchable as well. 

Databases are either subject specific such as World History in Context or content specific such as the newspaper and magazine database through EBSCO. 

Databases contain information that has been checked for the  ABC's  of authority & accuracy, bias, and content & currency. You can trust the information you find in databases, not like on the web or through Google searches. Sometimes it's accurate, but many times it isn't.     

4.1 Engage  with the source (re ad, listen, view, touch)

Most likely you will need to  read, listen or view  your source. You are looking for the information you need. You may not need to read, listen to, or view all of your source information. You may be able to skip around, finding subheadings and topic sentences (read the first sentences in each paragraph) that will take you to your information.

4.2 Take out the relevant information from a source

It’s time to take some notes.

Now that you have found your sources for your assignment,  this is the ste p where you read, wat ch, listen , and absorb all your information.   You will need to figure out a way to take notes and keep them organized. You also need to write down the sources you use so you won't be running around at the last minute trying to find "that big blue book with the picture on the front" in the library.  Your teachers may want you to use   NoodleBib   to help you keep your sources, notecards, and paper organized so check it out.

5.1 Organize information from multiple sources

Decide how you will put together the notes you took and ideas that you will add. You may:

•   Write a rough draft
• Create an outline
• Create a storyboard
• Make a sketch
• _______________ (any ideas?)

5. 2  Present the information

If your teacher assigns the product:

• Make sure that you follow your teacher’s guidelines.

Add value to the product by including your ideas along with the information you found in books, web sites, and other sources. Make sure that your final product or paper is more than just a summary of what you found in the other sources.

• Make a product or write a paper that you would be proud for anyone to read.
• Include a bibliography. This is an alphabetized list of your sources. See the citation page for help.

If you get to choose your final product:

• Decide which product will best suit your subject. You may give an oral presentation using  Google Slides  or write a paper. You may make a video or audio tape. Use technology if it is the best way to show the results of your information.

This step is all about deciding what you are going to do with the information you found.  Are you going to write a  paper, make a Slide Show, make a video or poster?  Some of this will depend upon your assignment and if the teacher wants a specific type of presentation. This is the time you need to think about what it is you are trying to say and the best way to get it across. The ability to clearly organize your ideas and present them is an important 21st Century Skill to develop.

Before turning in your assignment, compare it to the requirements that your teacher gave you.

• Did you do everything and include all that was required for the assignment?
• Did you give credit to all of your sources, written in the way your teacher requested?
• Is your work neat?
• Is your work complete and does it include heading information (name, date, etc.)
• Would you be proud for anyone to view this work?

6.1 Judge your i nformaton problem -solving process  (how eff icient  were you)

Think about the actions that you perform as you are working on this assignment. Did you learn some things that you can use again?

• What did you learn that you can use again?
• How will you use the skill(s) again?
• What did you do well this time?
• What would you do differently next time?
• What information sources did you find useful? You may be able to use them again.
• What information sources did you need but did not have? Be sure to talk to your librarian about getting them.

Did you ever?

Did you ever turn in an assignment and thought you did a great job only to get it back with a disappointing grade? It has happened to most of us. You wonder where you went wrong.

In this section, evaluation means looking closely at the assignment  you were given,the steps you took to find the information, and the actual writing or creation of the project  BEFORE   you turn it in.

This step in the Big6 will help you learn how to make sure the paper or project you turn in is the paper or project your teacher is looking for.

Need Some Help?

Need help with your paper? Ask your librarian!

Research Tips and Tools

• Boolean Search
• Searching the Internet
• Evaluating Websites

Using Primary Sources

• Facts about Plagiarism

Do You Need a Citation?

• Create a Bibliography
• How to Paraphrase
• Remembering What You Read

Getting Started AND, OR  & NOT are all words that link concepts together to improve searches when using search engines such as Google or databases such as EbscoHost.  These terms are associated with Irish mathematician George Boole, thus the term Boolean logic or Boolean searching.   

• To visualize how these terms work together to organize a search take a look at the Boolean Machine by Rockwell Schrock.

Boolean Search Demonstration

View this video , Boolean Operators: Pirates vs. Ninjas  about using Boolean searching.

Getting Started

Search engines search electronically whereas most search directories use human editors to exclude irrelevant sites and include beneficial ones.  Wikis invite contributers to write and edit articles mostly without authoriship.  Understanding the pluses and minuses of each of these search tools will help you to determine when they are appropriate to use for particular high school research assignments.

Explore information in the Search Engines, Search Directories, and Wiki boxes and read the following tips. 

Tips For Using Search Engines:

• Search engines are best when searching for specific things such as “revolutionary war diaries” as opposed to the more general “war”
• Use specific academic terms such as “climate change”
• Use exact phrases such as “research on medical marijuana”
• Go to Advanced Search tools to refine searches

Tips For Using Search Directories:

• Read the annotations (summaries of sites written by directory editors) for your top results to see if you are on the right track
• Browse subject categories
• Keep search terms broad
• Check sites for searching tips as all directories are organized differently
• View the   video   IPL Information You Can Trus t   to learn about this search directory .

Tips for Using Wikis:

• Read about the wiki you are using to see how it is managed and organized.  For example, Wikipedia relies on a vast number of dedicated volunteers to correct articles that don’t meet its standard for content neutrality (no bias or limited points of view) and verifiability. 
• FOR ACADEMIC RESEARCH always verify facts presented on a wiki with credible sources such as books. 
• Always check with your teacher to see if wikis are acceptable.  Most teachers will require credible verifiable sources for academic research. 

  Always evaluate websites  for information qualiy and reliability because anyone with a bit of knowledge about computers and the Internet   can put information on the World Wide Web. Academic research is different from personal research  because academic research requires current, correct, and well-documented information written by institutions/people who are authorities on their subjects.   Sites should be unbiased  UNLESS biased information is useful for a particular assignment. The World Wide Web is a place of business ,  and sites that want to sell products or services have a different purpose from sites that exist to educate

As Simple as ABC...

Use these  ABCs  as a guide to critically evaluate information on the Web.

1.      Authority Who or what organization is publishing the content?  Do they have the knowledge and expertise to publish information about this topic? This information is often found in the  About Us  or  Contact  section of a site.   

2.      Bias/Purpose Is this a commercial site that is trying to sell a service or a product or a site that exists primarily to educate? Does the publishing group and/or author have a bias?   Are there multiple points-of-view analyzed and expressed?   

3.      Content Does the content fit the research question/assignment? Is the information correct? Read background information about your topic from a reputable source such as a textbook or database first.   

4.      Currency Is there a publication or update date attached to the article or site? Look at the end of an entry or the bottom of a page.

The New Oxford American Dictionary  describes bias as:

“prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair.” 

Sometimes it is easy to determine if a particular website is biased especially around a controversial issue, other times it can be extremely difficult to determine a site’s bias.  It is especially difficult to determine bias when an author does not state their credentials when posting an article on a website or a blog or when reviewing a site that uses a name that doesn’t give away its purpose.   

Here are some tips for determining bias:

1.    Go to the About Us or Contact Us section of the website to find out who publishes the site and other information such as where the organization is located and its purpose or mission. 

2.    Go to the Resources or Links pages to see what other sites the site recommends viewing or what organizations the site promotes.

3.    Google the author or organization to find out if the organization has been in the news

4.     Ask a librarian or teacher to see if they know about a particular site or organization

Can You Solve This?

Defining Confirmation Bias:

Digital Culture Critic Abandons "Fake News on the Internet" Column:   

Spotlight on BIAS

3.    Google the author or organization to find out if the organization has been in the news 4.     Ask a librarian or teacher to see if they know about a particular site or organization.

Do you love to use Wikipedia for all your assignments? This site will tell you why it isn't a good source for your research projects.

This site gives you a very good explanation of Wikipedia, how it is created, and why it isn't a good source for your school projects. Wikipedia might be a good place to start when you don't know something, but it isn't a good place to end your research.

Website Evaluation Form

  Open  the checklist the form and complete to evaluate a potential website you might use for your research.

• The Cars Checklist
• Website Evaluation Form  

RADCAB Rubric

W ebsites to evaluate

Evaluation Prezi : 

• Brandywine  

Research with Primary Sources

Primary Sources are things that give first-hand or direct information about the past. For the historian, primary sources are the 'nuts and bolts' of their trade, from which all secondary texts are produced. Primary materials include

Using primary sources A number of issues have to be considered when using primary sources:

• when was the document produced: was it close to the time and place of the event?
• why was it produced?
• for whom was it produced? (for private 'consumption' or for public/propaganda reasons)
• are there any clues in the document through which the content may be cross-checked?
• is there any obvious bias? - all documents are biased in some way or another
• are the values of the writer, inherent in the document, different from those of the reader? (this is going to be more than likely)

The Value of Primary Sources

The value of primary sources

When Marion Copied

Citations for beginers  

Facts About Plagiarism

Did you know ?...

According to a national survey published in Education Week:

• 54% of students admitted to plagiarizing from the Internet  
• 74% of students engaged in "serious" cheating at least once during the past school year  
• 47% of students believe their teachers sometimes choose to ignore students who are cheating

All these facts and more can be found at  plagiarism.org

Why Bother to Cite Your Sources?

Citing the sources you use when writing any paper is all about  giving credit where credit is due .  Using the words and ideas of other people without giving them credit is plagiarism and is considered  academic misconduct . 

Learning to cite your sources isn't just about avoiding consequences, it's about developing adacemic integrity, a quality that will benefit you in every aspect of your education.

 Add / Reorder  

Aug 14, 202

Your Citation is Your Source's Address

Your bibliography is your paper's resume, what exactly is an annotated bibliography.

article adapted and used with permission ~ Terri Mauro @about.com

• Never cut and paste and think you're done. It's worth saying again and again. You may feel you can drop something onto your paper and then rewrite it, but shuffling words around is not the same thing as paraphrasing. Only do this if you are using NoodleBib and are cutting and pasting into your notecards so you can paraphrase in the next section of the card.  
• Ditto copying directly from a book. Take notes of facts and basic information, but don't write sentences down word for word. If your hand's getting sore, that's a good sign that you're copying too much.  
• Don't leave researching to the last minute. The more time you can put between looking at the original material and writing about it, the less likely you are to remember exact words and phrases -- or to be so desperate that copying seems like the only option.  
• The very first thing to do before you write a word is to understand what you're writing about. If you can't do that, ask an adult for help. Learning to advocate for yourself is a skill that will come in handy whether you're in fourth grade, college, or beyond.

What You Need

What you need:.

• Three or more resources on the subject you're researching
• Index cards, paper for jotting notes, or EasyBib
• Your brain, to process that material and create something that's yours
• A parent, advisor, friend or teacher to help you think things through
• Enough time, so don't procrastinate!

How to Remember What You Read

Ever read something and have no idea what it said? Then this video is for you!

Glossary of Research Terms

Academic Journal A subject-specific publication published periodically and edited by experts in the journal subject area.  Find journal articles by searching  JSTOR  or  Gale   (click on the Peer Reviewed box in the Advanced Search area). Blog A website where an author or group of authors write ongoing commentary, usually about a particular subject.  Databases Databases are sometimes called the "deep web" or "invisible web" because their information is accessible via fee-based subscriptions using passwords and isn't usually indexed by search engines such as Google. Database records are organized using a variety of indexes such as author and subject but are keyword searchable as well.  Databases are either subject specific such as World History in Context or content specific such as the newspaper and magazine database through iCONN.  Podcast An audio broadcast usually aired on a regular schedule.  You can subscribe to podcasts or download them onto portable audio devices.   TED talks  are great to listen to and offer information on a wide variety of subjects by topic experts.

Tweet A very short blog entry (150 characters) using a website called Twitter.    During protests in Iran Tweets were the only way news was getting out.  Read this article in  Time Magazine  about Twitter and breaking news. 

Wiki A website where people can collaborate on a document or collection of information.  One of the most visited sites on the Internet is  Wikipedia. 

• << Previous: World Book
• Next: Glossary Research Terms >>
• Last Updated: Apr 26, 2024 9:09 AM
• URL: https://guides.rilinkschools.org/thompson

Profit momentum of Big Six tech companies to 'collapse' over 2024, UBS says

• Medium Text

Sign up here.

Reporting by Roshan Abraham and Siddarth S in Bengaluru; Editing by Devika Syamnath

Our Standards: The Thomson Reuters Trust Principles. New Tab , opens new tab

Markets Chevron

Gulf bourses end mixed; Egypt extends decline

Stock markets in the Gulf put in a mixed performance on Sunday amid rising oil prices and receding hopes of rapid interest rate cuts by the U.S. Federal Reserve after a series of inflation readings.