• a systematic approach to information problem-solving
• six broad skill areas necessary for successful information problem-solving
• a complete library and information skill curriculum

1. Task Definition
2. Information Seeking Strategies
3. Location and Access
4. Use of Information
5. Synthesis
6. Evaluation

Task Definition
In this step, the student determines exactly what the information problem is and the specific information related to the problem. Using a simple school assignment as an example, students would need to know which questions need to be answered, what kind of information is needed to answer these questions, when it is due, etc. (Gosh, isn't it easier when teachers hand out the assignment so students can bring it with them to the library? hint, hint)

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. As librarians, we do this every time we assist a patron locate materials. We determine the depth of information needed, the reading level, possible related materials, and so on. Too many times students don't spend enough time thinking about these two steps. They leap right into step 3, Location and Access. This is becoming even more true as the Internet proliferates and students start surfing without the necessary forethought.

Location and Access
This is where the information seeking strategy really begins. Once students have decided on the appropriate strategy, the strategy must be carried out. This is the physical part and receives the most attention in traditional library curricula. Examples include: use of access tools, arrangement of materials, parts of a book, and strategies for searching an online catalog. Too often library instruction focuses on the use of particular skills associated with specific access tools such as the Reader's Guide to Periodical Literature, the catalog, etc.; rather than focusing on skills that can be transferred to other situations or other kinds of problems. In the Big6(tm) approach, getting to materials follows logically after deciding what it is you wish to find and where you might find it.

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.

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. This is where the real learning takes place as new information is brought in and links are made to pre-existing knowledge within the learner's head.

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 satify the requirements as originally defined?

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 "de-briefing" by the student, whether conducted mentally or formally in the classroom, will improve their overall ability to solve future information problems and is an important part of learning. It is always useful to have an evaluation checklist provided by the teacher so that students will know what criteria will be used to grade their work and how long each major task should take.