Step 1 - Task Definition

Ever since taking an undergraduate course on the architecture of Gothic cathedrals, I've been dreaming of taking a European tour to see them.  I'll be using the Big6 method of information inquiry to explore this topic.  I chose this model because, according to our course readings, it is the most popular model, and also allows for non-linear thinking.  

According to the Big6 model, there are six steps in the information inquiry process, each of which is subdivided into two smaller steps.  For step one, Task Definition, the two substeps are: 1) Define the information problem, and 2) Identify information needed.  Because I've already had some coursework in the subject, I'm already reasonably clear on which cathedrals I'd like to visit; however, it may be that budgetary and time constraints will limit that list.  Therefore, my information problem is not learning about the cathedrals themselves, but about planning travel arrangements to see them.  

To determine the best plan for visiting my most desired cathedrals, I need information in quite a few areas.  Some of these areas are: 

• Which sites will I ultimately choose to visit? 
• What time of year might be best for me to visit, given my preferences for mild weather and less bustling sites? 
• What transportation options are available for travel between sites? 
• What paperwork might be necessary for me to travel overseas? 
• What travel etiquette will I need to observe? 
• Are there any other concerns that I have not considered? 

As this Eisenberg and Berkowitz state numerous times throughout the Big6 materials, this is not intended to be a solely linear model.  For that reason, it is completely possible that there might be more concerns that I have not yet considered that would cause me to revisit this first stage.  The acknowledgement that there are many things that I might not yet know causes me to feel a bit apprehenisive, especially given the large scope of information I will need to learn.  However, I'm equal parts nervous and excited to begin planning the trip in earnest.  This, according to Kuhlthau (1985), is completely normal in the first several stage of information inquiry.  It's also completely normal to have only vague ideas of my information needs; these ideas will sharpen as I learn more information.  

Sources: 

Kuhlthau, Carol C. (1985). A process approach to library skills instruction. School Library Media Quarterly, 4(1), 31-44.

Lamb, Annette.  (2015).  Information Inquiry and Instructional Analysis.  Accessed February 13, 2015.  http://eduscapes.com/instruction/5.htm#b.

Eisenberg, Michael and Robert Berkwitz.  1990. Information problem solving: The Big Six skills approach to library & information skills instruction. Norwood, N.J.: Ablex.