Big6 Stage 5: Synthesis of Information
Big6 #5, Synthesis, is the point at which everything is brought together. All separate notes, thoughts, facts, research, outlines, ideas, scraps of paper, and observations are tied together into a finished product, which could take any number of forms. Sounds simple, but to the student, this process can feel overwhelming. In this article, I’ll share some useful strategies that will help students gain confidence as they build lifelong Synthesis skills. Synthesis provides the college level researcher the opportunity to take information and present a new product or share new knowledge. Not only is synthesis a way to repackage information found in the academic research process, it is a chance to develop new ideas, thoughts, communication, and research. We synthesize information everyday, but in the university environment, the synthesis stakes can seem particularly high. College students are asked questions, opinions, and ideas about specific subject matter on a daily basis. Often these students call upon prior knowledge, plus information gleaned from the textbook, lecture, or instruction to present new information in a clear and organized manner. I place a high priority on teaching students synthesis strategies, and I have developed exercises to help students hone these skills. One example is the database exercise we offer in the freshman library instruction class. First, we introduce new information to students about a database. Students then use the database to research a topic and present what they find in a written assignment. Through this experience, students synthesize the information from the library lecture (how to use the database) and from their database research (information about their topic), then present it in a short topic paper.When a student is working on the synthesis process, s/he produces a discussion or outcome that is extracted from one or more resources (Michigan State University, nd). In order to properly synthesize, a student must integrate information gathered from a variety of resources. Perhaps the student will find four research articles, five books, and three web pages that provide the best information to fit the needs of the assignment. Not only must the student or researcher determine which parts of each article, book, or web page are relevant, but they also need to find a relationship between all resources and develop a logical presentation or paper.
Strategies for Synthesis
Jigsaw Puzzle Strategy: Step 5.1 of the Big6 process is to “organize information from multiple sources” (Eisenberg, 2001). Often times, my college students will have precise parameters for their assignment. Other times a professor may require students to use a specific number of research articles or books for a paper or presentation. In this case, I explain to students that organizing information is a bit like solving a jigsaw puzzle. There are numerous pieces, from numerous resources, and the student needs to use the best puzzle pieces to present new information for a grade or to complete an assignment. Determining which puzzle pieces to use, and how they all fit together best, is a major factor in the successful synthesis of information.
Sorting Strategy: Organizing information is a step-by-step process, and the success of that process can determine the quality of the final product. Another synthesis strategy is sorting, since arranging information into similar topic groups can assist with the initial organization aspect. If a research paper must have three major points, then sort your information into the major topics you must cover, and you can synthesize the information into a usable end product. Students who took notes on index cards may simply sort those cards into three piles and arrange the cards in each pile into a logical sequence.
Outline Strategy: Create an outline of your research paper to help you organize your information. If you know exactly what you want to cover, you can match your notes to each section of the outline and establish a hierarchy of information to match the items on the outline. Write the corresponding number from the outline onto your note card or jot the outline number on the paper where you have written your notes. Outlines are also a great tool to make certain you cover all the necessary elements of a good research paper and that your finished product includes all the requirements of the assignment.
Concept Mapping Strategy: Some students use mind mapping or concept maps to organize information. A student who is a visual learner may find the idea of a concept map appealing and interesting. A concept map may be used to promote the development of new ideas, such as divergent understanding and perspectives, and provides opportunity for critical thinking (University of Victoria, 2003).A good concept map for synthesis of information would be a simple hierarchal concept map. With the main idea or information gleaned from notes represented in the top box, students can then place related information into the remaining areas of the concept map. Here is an example of a simple Hierarchical Concept Map, developed using Microsoft Word.
Bringing it all Together
Once the information is organized, it is time to begin Step 5.2: Students may present the information in a variety of ways. A successful project is clear and easy for others to understand. In order to fully present an idea, weather it be in written, visual, or oral format, the information needs to be presented using clear, thoughtful, and understandable methods. To earn a passing grade, a college student must present his or her information in the required format, include correct number of references, use an approved writing style, and include acceptable content. In other words, students must follow the professor’s directions to synthesize information.In many ways, Synthesis is the culmination of the previous four steps in Big6. To truly synthesize information, it is necessary to evaluate the information that was found during the Information Seeking Strategies and Location and Access steps of the Big6. Organizing and managing information provides the opportunity to create information designed to encourage and augment the information transfer process (Grover, 1993). Taking ideas and presenting a more complex structure, new knowledge, thoughtful ideas, or research can be the final product of acceptable synthesis of information.While the focus of this article has been mainly on Synthesis in the academic context, synthesis is also an invaluable skill outside of the classroom. Our world consists of countless bits of information, and making an informed decision depends on synthesizing the information around you. Successful synthesis of information, which includes organizing the information you’ve found while creating new knowledge, is a major component of the information literacy process.So how do we know if we have been successful in our Synthesis process? We will turn to this question in the next column as we take a careful look at evaluation in the academic environment.
Reference List
Alverno College. (2003). How do I organize information? Retrieved June 21, 2007, from http://depts.alverno.edu/cil/mod3/orgsyn2.htmlEisenberg, M. (2001).
A Big6 skills overview. Retrieved June 21, 2007, from http://www.big6.com/go/2001/11/19/a-big6%e2%84%a2-skills-overview/Goldschmidt, P.G. (1986). Information synthesis: A practical guide.
Health Services Research, 21(2), 215-237.Grover, R. (1993). A proposed model for diagnosing information needs. School Library Media Research, 21(2), 214-249.University of Michigan. (nd).
Introduction to Synthesis. Retrieved June 19, 2007, from http://www.msu.edu/~jdowell/135/Synthesis.htmlUniversity of North Carolina, Chapel Hill. (2006).
Presenting information. Retrieved June 26, 2007, from http://itconnections.unc.edu/presenting.htmlUniversity of Victoria. (2003).
Concept mapping. Retrieved June 25, 2007, from http://www.coun.uvic.ca/learn/program/hndouts/map_ho.html
A lesson in concept maping. Retrieved March 8, 2010, from http://www.business-training-schools.com/bus/a-lesson-in-concept-mapping.php
