Nuts and Bolts of Big6Š Game: About the Game.

About the Nuts and Bolts of The Big6(tm) game graphis

Instructional Objectives
The Big6(tm) is an informational and problem solving technique developed by Mike Eisenberg and Bob Berkowitz. The Big6(tm) consists of six separate steps, which help students focus research, solve problems and make decisions. The Big6(tm) can provide a structure for teaching information literacy. The Big6(tm) addresses problem solving in a systematic way that includes examining the problem, determining potential sources for information, deciding whether the information is relevant, and evaluating the final product; rather than focusing only on location and access.

This game is intended to:

reinforce the Big6(tm) by asking players situational questions based on each of the six steps.
provide instructional punctuation by changing the pace and tone of the normal instructional environment.
encourage learning and fun.

In order to play this game, students must have received some instruction in the Big6(tm) prior to playing this game. There is a "cheat sheet" in the downloadable parts to facilitate success. Briefly, the Big6(tm) steps are:

Task Definition: The student defines the scope of the assignment or query. The student may create a task list and order the tasks sequentially, or create a timeline for completion of major project milestones. An outline of the major components required will help in completing the following steps and can be used later as the framework for the final product.

Information Seeking Strategies: The student considers all the possible sources of information that are available (print materials, online resources, experts, etc.) then determines which sources are appropriate based on their own particular constraints. Students should write down possible sources completely so that they can find them again later. This may serve as the first draft of the resource list.

Location and Access: The student begins the real work of physically locating both the sources and the information that resides within them. This is often a process of trial and error--that's why the Reference Librarian is so critical!.

Use of Information: The student reviews the information sources to determine what each source provides, and how the information can be used to solve the problem. Notetaking and creating the final resource list are major components of this step..

Synthesis: The student interprets the information to answer the query, complete the assignment, or create the "product.".

Evaluation: The student looks back on the entire process and the finished product. Did the synthesized product satisfy the requirements of the assignment or query? Were the Big6(tm) steps used effectively?.

Further information about the Big6(tm) can be found on the Nuts and Bolts of Big6(tm) Overview or at Mike and Bob's The Big6(tm) website. This page is available in Spanish. The gameboard, rules, cheat sheet, playing cards and scorecards are being translated for use by foreign langauge students. See downloadable parts.

Playing the game.
Before players can move, they must answer a question which corresponds with section of the game board. The game board is divided into the six areas that represent each step. After players answer a question correctly, the roll the die and move the appropriate number of spaces. Along the way, players may encounter opportunities to win or lose extra points.

There are many ways to play the game.

The game can be played as a simple linear race game. This means that players race around the board. The first one to travel both the outer and inner paths and reach "Assignment Completed" square wins the game.
The first player to finish is not necessarily the winner. Another way to play is one which rewards understanding the Big6(tm) rather than the roll of the die. The game can be played for a designated length of time. At the end of the game, those players who have answered questions most deftly accrue the greatest number of points.
In addition to individual winners, the game can be played in teams. Each player can be assigned to a larger team in which her teammates are either playing simultaneously or at different times. Team scores can be added after each of the individual games has been played.
Small teams of two or three can play against each other. This provides opportunities to discuss answers and arrive at group consensus. This can be done privately as in a normal game situation, or could be done with the entire class as a whole. Playing as a class might be interesting, because there are opportunities within the game for making decisions about acceptable answers. Discussing them as a group and making the decision together will reinforce the Big6(tm) skills.

Learners and Context of Use
The game is designed for fifth and sixth graders; however, it is possible that other grade levels may find the game useful and fun. The cards may have to be customized accordingly. The game can also serve as a template for ideas you might have. For example, teachers and students can make their own cards or design them for a specific assignment. note: I'd love to have any cards you develop so that I can add them to the game for others to use! Contact me if you have ideas or suggestions.

Design Process
This project was begun as a class assignment in Professor Bernie Dodge's ET670 Exploratory Learning Through Games and Simulations in the Fall of 1998 at San Diego State University. The class team consisted of Nancy Aronson, Katie Beedon, Pat Zeeb, and me (Linda Woods Hyman). I was already familiar with the Big6(tm) and created the first Big6(tm) website back in 1996 in collaboration with the Big6(tm) creators, Mike Eisenberg and Bob Berkowitz. That site has now evolved into The Nuts and Bolts of Big6(tm).

We began with the idea of creating a board game for students who had already learned about the Big6(tm) and would benefit from having this knowledge reinforced. We also wanted them to have some fun. One of the easiest games is the "race" format where players compete to finish a specific course. We had some difficulty defining how the race would occur. At first we considered having physical shortcuts, such as going to a Reference Desk, which would hasten the player's progress. The librarian in our group, Linda, firmly believes that keeping the Library and the Reference Librarian involved in the Big6(tm) process and in any research or information literacy task, is imperative! However, we eliminated this shortcut not only because it was too complicated; but because there was some difference of opinion in the group about the current relevance of the Reference Desk metaphor. (Librarians take heed--3 out of our group of 4 graduate students didn't perceive the relevance of the Reference Desk/Library when solving information problems!!).

Bernie suggested the idea of using case studies for the card content. Linda had been saving Big6(tm) emails from the Big6(tm) listserv for several years which were then used as inspiration for the case studies. We were not sure how to coordinate what we originally conceived of as chance cards with a given section so that the concept of the steps would be preserved. We realized we would have to either "hardwire" them (affix them to spaces on the board), or have separate stacks of chance cards for each section. We decided on the former.

First posted October, 1998.
Last revised December 7, 1999.
AT&T Knowledge Network Explorer,
URL: http://www.kn.att.com/wired/big6/game/about.htm