Who Invented the Big 6? Unpacking the Origins of a Crucial Concept in Media Literacy

Who Invented the Big 6? Unpacking the Origins of a Crucial Concept in Media Literacy

In today's information-saturated world, the ability to navigate, understand, and critically evaluate media is more important than ever. For students and educators alike, the "Big 6" has become a cornerstone of media literacy instruction. But who exactly invented this influential framework? The answer isn't a single individual, but rather a collaborative effort that has evolved over time. The Big 6, officially known as the Information Process, was developed by two prominent librarians: Mike Eisenberg and Bob Berkowitz.

Eisenberg and Berkowitz introduced the Big 6 in the late 1980s and early 1990s. Their goal was to create a user-friendly, step-by-step model that would guide students through the entire research process, from understanding their information needs to using information ethically and effectively. They recognized that students often struggled with research, and a structured approach could demystify the process and build essential skills for lifelong learning.

The Six Stages of the Big 6: A Deep Dive

The Big 6 model is comprised of six distinct, yet interconnected, stages that form a cyclical process. It's important to understand that research is not always linear; sometimes you might need to revisit an earlier stage as you learn more.

1. Task Definition: This is the foundational stage. Students must first understand the research task at hand. What is the assignment asking for? What information do they need to find? This involves clearly defining the scope and requirements of the research.
2. Information Seeking Strategies: Once the task is defined, students need to figure out how to find the information. This stage involves brainstorming potential sources, identifying keywords for searching, and considering different types of resources (books, websites, databases, interviews, etc.).
3. Location and Access: Here, students actually go out and find the information. This means using library catalogs, search engines, databases, and other tools to locate relevant resources. It also involves accessing those resources, whether by going to the library, logging into a database, or clicking on a web link.
4. Information Use: This is where the critical thinking really kicks in. Students must examine the information they have found. Do the sources answer the research question? Is the information reliable and credible? They need to read, view, or listen to the information, extract the relevant parts, and synthesize it into their own understanding.
5. Synthesis: In this stage, students organize and present the information they have gathered and understood. This could involve writing a report, creating a presentation, building a website, or any other format that effectively communicates their findings. The goal is to express their own ideas, supported by the research.
6. Evaluation: The final stage is reflection. Students assess their own research process. Was it efficient? Did they find the information they needed? Did they meet the requirements of the task? This self-assessment is crucial for improving research skills for future projects.

Why the Big 6 is So Effective

The enduring popularity of the Big 6 stems from its:

• Simplicity and Clarity: The six steps are easy to understand and remember, making it accessible to students of all ages and ability levels.
• Universality: The framework is applicable to any research task, whether it's a school project, a personal inquiry, or professional problem-solving.
• Focus on Skills: It emphasizes the process of research rather than just the end product, helping students develop transferable skills.
• Empowerment: By breaking down research into manageable steps, it empowers students to take ownership of their learning and become more independent researchers.

Eisenberg and Berkowitz's contribution has had a profound impact on education. The Big 6 continues to be a vital tool for teaching information literacy, equipping students with the essential skills they need to thrive in an increasingly complex world.

Frequently Asked Questions (FAQ)

How did Mike Eisenberg and Bob Berkowitz come up with the Big 6?

Eisenberg and Berkowitz, both seasoned librarians, observed common struggles students faced with research. They sought to create a clear, systematic process to address these challenges, drawing on their extensive experience in information retrieval and user education.

Why is the Big 6 called the "Big 6"?

The name "Big 6" simply refers to the six distinct stages that make up the information process. It's a memorable and concise way to refer to their comprehensive model.

Can the Big 6 be used for any type of research?

Yes, absolutely. The Big 6 is a versatile framework that can be applied to any research question or information need, from simple homework assignments to complex academic investigations.

What happens if a student gets stuck in one of the Big 6 stages?

If a student gets stuck, they are encouraged to revisit earlier stages or seek assistance from their teacher or a librarian. The Big 6 is designed to be flexible, and sometimes returning to a previous step can help clarify the path forward.