Steps 3 and 4 - Location and Access & Use of Information

Steps 3 and 4 of the Big6 process are Location and Access, and Use of Information.  These steps essentially call for finding and using information.  I found that I completed these steps almost simultaneously, as finding a source leads directly to reading through it to mine it for information.  While some might compile a large stack of books and other information sources all at once and then engage with them to actually extract information, I find that I immediately open up a source as soon I have my hands on it.  It is difficult for me to separate the fact-finding operations of step 3 from the more analysis-oriented actions in step 4.

For purposes of this blog, I'll focus on the leg of the trip where I'll visit Wells Cathedral, in Somerset, England, assuming I'll be traveling there from London.  I consulted the following sources while planning this leg of the trip:

• Wells Cathedral website for visitors.  This site offers a wealth of information, including hours that it is open, seasons that certain portions of the site are open (such as the library, which is only open seasonally in the summer), travel option to and from the site, parking options, and service times.  
• TripAdvisor.com.  This site includes reviews from people that have previously visited the cathedral, and reviews are overwhelmingly positive.  The only negative reviews were largely due to scheduling conflicts and early closings.  It also recommends nearby locations that might also be of interest during the visit.  
• Fodors.com.  This site includes a wide range of information on travel arrangements to and from western England.  Whether by train, bus, air, or car, the site has extensive information on the various options.  For my trip planning purposes, train travel is the most practical and convenient method of travel.  It also includes information on times of the year that travel might be ideal; anytime between Easter and June, or in September through October would be the best choices.  Since most businesses are seasonally open from Easter through October, but the height of tourist season is July and August, a spring or fall trip would be best for me.  
• LonelyPlanet.com.  This site, similar to Fodors.com, offers general information on traveling throughout England.  It offers some unique travel information, as well as some helpful hints about local cultural norms.  
• I also consulted a wide variety of travel guide books that were available at my local library.  These books often have similar types of information as to what can be found online, but are far more detailed.  Books can be on the larger topic of England or Great Britain, or were occasionally more narrowly focused by region.  

As I conducted more and more research, the project seemed less overwhelming.  As Kuhlthau predicted, a greater understanding of the topic at hand led to less trepidation and more confidence in planning.  For instance, a better understanding of the ebb and flow of the tourist season made me confident that July-August was not an ideal time for me to travel, since I dislike large crowds.  Without knowledge of the climate and tourism trends, I would not have been so confident in my desire to book my trip for the fall, toward the end of September.

I also became very aware the these middle steps of the research process are often overlapping; I found that I completed steps 3 and 4 almost simultaneously, while step 5 was close behind.  Often, I ventured into step 5 in one area of research while jumping back to step 3 in another.  This demonstrates even more clearly that the model, while seemingly linear, is not intended to be linear at all.  The brain is constantly making connections between bits of information, making the lines between these middle steps blur together.  This supports the instructional model described by Sandy Graves; nonlinear thought paths are the norm for nearly every student, and forcing a linear model onto the learning process can be difficult.  The flexibility to treat this simple model as a nonlinear one made it much easier to engage with the process.