big 6 research

Research Process: The Big 6

Step #1 : Task Definition
Step #2 : Information Seeking Strategies
Step #3 : Location and Access
Step #4 : Use of Information
Step #5 : Synthesis
Step #6 : Evaluation
Helpful Videos
How to Identify Resource Types
Database Tutorials (Videos)
What is Boolean Searching?
Evaluating Websites
Citing Sources
How to Avoid Plagiarism

Check the pages above for each Step of the Big6 to get a further explanation of the process.

Overview of Big6 Process

Developed by Mike Eisenberg and Bob Berkowitz, the Big6 is the most widely known and widely used approach to teaching information and technology skills in the world. Used in thousands of K-12 schools, higher education institutions, and corporate and adult training programs, the Big6 information problem-solving model is applicable whenever people need and use information.

Big Six Steps

Following these steps will help you to focus and stay organized while doing your research. 1. Task Definition

Define your assignment & identify information needed to complete it.
Restate the assignment in your own words. What are you interested in learning?
Gather basic information about your topic by reading articles, web pages etc.
Talking with teachers/parents/librarians is also helpful.

2. Information Seeking Strategies

Make a list of all possible sources & select the best ones.
Choose from nonfiction, news articles, reference books, web pages, databases, ebooks and multimedia encyclopedias.

3. Location and Access

Locate sources & find information within the texts.
Consult the library catalog, library reference section, search engines, and web-based references
Use a graphic organizer to map out your topic and sub topics

4. Use of Information

Engage with your source: read, hear, view & extract the most valuable information
Use skimming and scanning to find information that addresses your topic.
Look for key words, pictures, read headlines and first & last paragraphs of articles to help find the “right” information.
Take notes – cite your source on your note card
Summarize, paraphrase or quote.
Remember to cite each source you use. Use EasyBib

5. Synthesis

Choose the format of your project and organize your research notes according to how you will share the information.
If your format is a paper, begin by writing an outline.
If you are producing a PowerPoint or multi-media presentation, categorize your main bullet points and images. Different formats require different types of organization.
Present the information effectively by practicing and knowing your audience.

6. Evaluation

Judge the product (effectiveness).
Judge the process (efficiency).
Did you meet your objective?
Judge the quality of your work.
Next, judge the quality of your presentation.
You can use criteria such as accuracy, content, creativity and legibility.

Big6 Mike Eisenberg and Bob Berkowitz.

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Next: Step #1 : Task Definition >>
Last Updated: Nov 21, 2019 1:12 PM
URL: https://ashley.nhcs.libguides.com/researchprocess

The Research Process: The Big 6

Step #1 : Task Definition
Step #2 : Information Seeking Strategies
Step #3 : Location and Access
Step #4 : Use of Information
Step #5 : Synthesis
Step #6 : Evaluation
Helpful Videos
Why Use Library Databases?
Boolean and Advanced Searching
Evaluating Websites
Citing Sources
How to Avoid Plagiarism

Check the pages above for each Step of the Big6 to get a further explanation of the process.

Overview of Big6 Process

Conducting Research Interactive Site

Conducting Research This interactive website presents a colorful step-by-step guide to conducting research.

Big Six Steps

Following these steps will help you to focus and stay organized while doing your research. 1. Task Definition

Define your assignment & identify information needed to complete it.
Restate the assignment in your own words. What are you interested in learning?
Gather basic information about your topic by reading articles, web pages etc.
Talking with teachers/parents/librarians is also helpful.

2. Information Seeking Strategies

Make a list of all possible sources & select the best ones.
Choose from nonfiction, news articles, reference books, web pages, databases, ebooks and multimedia encyclopedias.

3. Location and Access

Locate sources & find information within the texts.
Consult the library catalog, library reference section, search engines, and web-based references
Use a graphic organizer to map out your topic and sub topics

4. Use of Information

Engage with your source: read, hear, view & extract the most valuable information
Use skimming and scanning to find information that addresses your topic.
Look for key words, pictures, read headlines and first & last paragraphs of articles to help find the “right” information.
Take notes – cite your source on your note card
Summarize, paraphrase or quote.
Remember to cite each source you use. Use EasyBib

5. Synthesis

Choose the format of your project and organize your research notes according to how you will share the information.
If your format is a paper, begin by writing an outline.
If you are producing a PowerPoint or multi-media presentation, categorize your main bullet points and images. Different formats require different types of organization.
Present the information effectively by practicing and knowing you audience

6. Evaluation

Judge the product (effectiveness).
Judge the process (efficiency).
Did you meet your objective?
Judge the quality of your work.
Next, judge the quality of your presentation.
You can use criteria such as accuracy, content, creativity and legibility.

Big6 Mike Eisenberg and Bob Berkowitz.

Research Organizer

Fill out Big6 #1-5 before you begin to work on your assignment.
Fill out Big6 #6 before you turn in your assignment.
the page.
Name:
Today's date:
Class:

Determine a purpose and need for information—What am I supposed to do?

What information do I need in order to do this? (Consider listing in question form.)
You will most likely find interesting additional information as you use the resources. List below information that you feel you need to know at this time.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.


Examine alternative approaches to acquiring information. List the best sources to find this information. Don't forget traditional print and human sources as appropriate.
1.
2.
3.
4.
5.

If using web sites, who will evaluate them for relevancy, accuracy, and authority?
	I will use only those evaluated by and provided by my teachers or librarian, including the databases to which the school subscribes
	I will find free web sites and use a web site evaluation guide for each that I use in my project


Locate sources and access the information within them—Where will I locate these sources?
	school library
	public or university library
	personal library
	provided by my teachers
	Internet
	other:

If using a search engine list likely key words.


Use a source to gain information—How will I record the information that I find?
	take notes using cards or electronic note cards
	take notes on notebook paper
	take notes using a word processor
	illustrate concepts
	use a tape recorder, video, or digital camera
	other:

How will I give credit to my sources?
	use the LibGuide for information on citing sources and preparing a Works Cited or Bibliography page
	Go straight to NoodleBib


Integrate information from a variety of sources—How will I show my results?
	written paper
	oral presentation See Presentation Guidelines
	multimedia presentation
	performance
	other:

How will I give credit to my sources in my final product or performance?
	include a written bibliography
	after the performance or presentation, announce which sources I used
	other:

Materials I will need for my presentation or performance (list, separating by commas)

How much time do I estimate it will take to find the information and create the product?

Timeline for assignment
Ideas for project (task definition) completed by:
Information searching (note taking) completed by:
First draft due:
Completed assignment due:
Include here any additional information needed to successfully complete the assignment:


Before turning in my assignment, I need to check off all of these items (on the printed Organizer):
	what I created to finish the assignment is appropriate for what I was supposed do in Big6 #1
	the information I found in Big6 #4 matches the information needed in Big6 #1
	credit is given to my sources, written in standard citation format
	I am in compliance of copyright laws and fair use guidelines
	my work is neat
	my work is complete and includes heading information (name, date, etc.)
	I would be proud for anyone to view this work

Big6™ copyright 1990, Michael Eisenberg and Robert Berkowitz. Modified version of Big6™ Assignment Organizer copyright 1995 Used with permission.

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Next: Step #1 : Task Definition >>
Last Updated: May 23, 2020 12:42 PM
URL: https://tesd.libguides.com/research

Research Process: RESEARCH & INQUIRY PROCESS: USING THE BIG 6

RESEARCH & INQUIRY PROCESS: USING THE BIG 6
Research & Inquiry Project Toolkit

THE BIG 6 RESEARCH & INQUIRY PROCESS

The Big 6 Research & Inquiry Process

Back to Senior Project Home Page
Back to Minuteman HS Library Media Center Home Page

Overview of Big6 Process

BIG 6 INFOGRAPHIC

Big 6 citation.

Library Media Specialist

Next: Research & Inquiry Project Toolkit >>
Last Updated: Jan 15, 2021 8:41 PM
URL: https://minutemanhs.libguides.com/c.php?g=1101716

Information Literacy Faculty Guide

How to use this LibGuide
Information Literacy Simplified
Information Literacy: OER / ZTC Resources

The Big6: A Model for Information Literacy

The big6 steps.

InfoLit Model: Framework for Information Literacy
InfoLit Model: The The Seven Pillars of Information Literacy
Writing and Citing Support
Learning Commons and Library Support

Student Learning Librarian

The Big6 Model for Information Literacy Developed by Mike Eisenberg and Bob Berkowitz, the Big6 is the most widely known and widely used approach to teaching information and technology skills in the world. Used in thousands of K-12 schools, higher education institutions, and corporate and adult training programs, the Big6 information problem-solving model is applicable whenever people need and use information.
Big6 Chart A summary of the information literacy experience using the Big6 model as a framework. Includes links to other resources.

The "Big6" Steps Model of Information Literacy

The Big6™ is a process model that integrates information search and use skills along with technology tools in a systematic process to find, use, apply, and evaluate information for specific needs and tasks.

Students may use these steps will help them focus and stay organized during the research process. Step 1. Task Definition

Define the information problem (assignment)
What does my instructor expect me to do?
Do I understand what I need to do?
What are the questions I need to answer?
What do I need to know about the topic?
Should I ask my instructor for clarification?

Step 2. Information Seeking Strategies

Make a list of all possible sources & select the best ones
Choose from library databases: reference databases, scholarly databases, news and magazine databases, streaming video databases, eBooks, or credible websites
Where can I start to look for information?·
Who can I reach out to for information?
What are the best sources to use?
Should I reach out to a librarian for help with sources?

Step 3. Location and Access

Locate sources
Locate sources & find information within the texts
Consult the library catalog and databases, search engines, and web-based references
Take notes or use a graphic organizer to map out your topic and subtopics
Where can I find these resources?
How do I search to get to them?
Where do I find the information in the resource?
Would asking a librarian for help with the databases save me time?

Step 4. Use of Information

Engage (read, hear, view, touch)
Use skimming and scanning to find information that addresses your topic
Look for key words and terminology, pictures, headlines, and first & last paragraphs of articles to help you locate the “right” information
Keep track of your information by using the library database's Email or Share Tools (include the citation) and email yourself the URL of a web page (you will thank yourself later)
Take notes
Summarize, paraphrase or quote
Remember to cite each source you use in the style you were assigned (MLA, APA, etc)
What type of information did I find?
Is it credible and fact-based?
Does it fit the requirements of my assignment?
Will the information answer the questions I have?
How do I write notes on the information?
Is the information reliable?

Step 5. Synthesis

Organize from multiple sources
Choose the format of your project and organize your research notes according to how you will share the information.
If your format is a paper, begin by writing an outline.
If you are producing a PowerPoint or multi-media presentation, categorize your main bullet points and images. Different formats require different types of organization.
Present the information effectively by practicing and knowing your audience
How do I fit all the information together
How do I write an outline of the project?
How do I present the information to my teacher to answer the question?
Did I remember to make notes of all the sources for the bibliography?
Would this be a good time to reach out to the Writing Center?

Step 6. Self-Evaluation

Judge the product (effectiveness)
Did you meet your objective?
Judge the quality of your work.
Next, judge the quality of your presentation.
You can use criteria such as accuracy, content, creativity and legibility.
Did I solve the problem?
Did I write the project in a format that will be understood?
Will I do anything different the next time?
What did I learn?
Am I pleased with the project?

Source: Big6 Mike Eisenberg and Bob Berkowitz.

<< Previous: Information Literacy: OER / ZTC Resources
Next: InfoLit Model: Framework for Information Literacy >>
Last Updated: May 15, 2024 9:28 AM
URL: https://westerntc.libguides.com/InfoLit

Frank E. Thompson Middle School Library: Research with the Big 6

Using the Library
Glossary Research Terms
Share what you read W/ #BookSnaps!
Award winning books
Teacher Resources
Clever Help
Web 2.0 Tools
Chromebook tips
Social Studies

Big 6 Process

Overview of the Big 6

Step 1: Task Definition

Step 2: information seeking strategies, step 3: location and access, step 4: use of information, step 5: synthesis.

Step 6: Evaluation

One well known approach to teaching information literacy skills is the Big6, which was created by educators Mike Eisenberg and Bob Berkowitz. Mike Eisenberg describes the Big6 as "an information and technology literacy model and curriculum, implemented in thousands of schools – K through higher education. Some people call the Big6 an information problem-solving strategy because with the Big6, students are able to handle any problem, assignment, decision or task".

Permissions for Use The “Big6™” is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

The Big6 Website This is the official Big6 website with information from the founders of this information literacy system.
The Big6 and 21st Century Info Literacy Skills The matrix links the Big6 with the Standards for the 21st-Century Learner developed by the American Association of School Librarians (AASL) and the National Educational Technology Standards for Students (NETS-S).

1.1 Define the information problem

What does your teacher want you to do? Make sure you understand the requirements of the assignment. Ask your teacher to explain if the assignment seems vague or confusing. Restate the assignment in your own words and ask if you are correct.

1.2 Identify the information you need in order to complete the task (to solve the information problem)

What information do you need in order to do the assignment? Your teacher will often tell you what information you need. If he or she does not, it will help you to write a list of questions that you need to “look up.” Example: Let’s say the assignment is to write a paper and make a product about a notable African American. You choose Scott Joplin from the list that was provided by your teacher. She may or may not have told you why this person is notable. You need to figure out what information you need to find out about Scott Joplin. Here are some questions you may ask about him if you don’t know why he is notable:

Why was Scott Joplin notable?
When was he born and when did he die?
Where was he born?
Was his birthplace or childhood home any influence on his career?
How did his childhood influence his adult life and his career choice?
Who in his life were his influences or his role models?
Why do we remember him now?
What did he do that is an influence on my life or that of Americans today?

If your teacher told you that Scott Joplin is most noted for developing ragtime music, then you may add the questions:

What is ragtime music?
How did he develop ragtime music?
What instruments did he play?
Did he sing?

Of course, as you find information on Scott Joplin, you will use some that is not included in your original questions. Use these questions as a place to get started. You won’t waste as much time if you have a place to start.

Helpful Hint

It is a fact that teachers don't like it when you don't listen in class and then ask a million questions about the information they covered.

Teachers are ususally more than willing to help you, but you need to make sure you have read everything they have given you about the assignment before you ask for help.

All good research starts with a plan. Complete the Research Organizer to help get you off to a good start. List or summarize your research path. Provide as much information as possible such as search terms you will use and the specific sources you will explore and why. Remember to print your page BEFORE you exit the page or you will lose all your information.

Afterwards, continue on with The Information Cycle.

Fill out Big6 #1-5 you begin to work on your assignment.
Fill out Big6 #6 you turn in your assignment.
the page.
Name:
Today's date:
Class:

Determine a purpose and need for information—What am I supposed to do?


You will most likely find interesting additional information as you use the resources. List below information that you feel you need to know at this time.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.


Examine alternative approaches to acquiring information. List the best sources to find this information. Don't forget traditional print and human sources as appropriate.
1.
2.
3.
4.
5.


	I will use only those evaluated by and provided by my teachers or librarian, including the databases to which the school subscribes
	I will find free web sites and use a web site evaluation guide for each that I use in my project


Locate sources and access the information within them—Where will I locate these sources?
	school library
	public or university library
	personal library
	provided by my teachers
	Internet
	other:


Use a source to gain information—How will I record the information that I find?
	take notes using cards or electronic note cards
	take notes on notebook paper
	take notes using a word processor
	illustrate concepts
	use a tape recorder, video, or digital camera
	other:


	use the LibGuide for information on citing sources and preparing a Works Cited or Bibliography page
	Go straight to NoodleBib


Integrate information from a variety of sources—How will I show my results?
	written paper
	oral presentation See Presentation Guidelines
	multimedia presentation
	performance
	other:


	include a written bibliography
	after the performance or presentation, announce which sources I used
	other:


Ideas for project (task definition) completed by:
Information searching (note taking) completed by:
First draft due:
Completed assignment due:


Before turning in my assignment, I need to check off all of these items (on the printed Organizer):
	what I created to finish the assignment is appropriate for what I was supposed do in Big6 #1
	the information I found in Big6 #4 matches the information needed in Big6 #1
	credit is given to my sources, written in standard citation format
	I am in compliance of copyright laws and fair use guidelines
	my work is neat
	my work is complete and includes heading information (name, date, etc.)
	I would be proud for anyone to view this work

Big6™ copyright 1990, Michael Eisenberg and Robert Berkowitz. Modified version of Big6™ Assignment Organizer copyright 1995 Used with permission.

2.1 Determine the range of possible sources (brainstorm)

This means that you need to make a list of all the possible sources of information that will help you answer the questions you wrote in Task Definition above. Consider library books, encyclopedias, and web sites to which your library subscribes (ask your librarian!), people who are experts in your subject, observation of your subject, free web sites and survey.

2.2 Evaluate the different possible sources to determine priorities (select the best sources)

Now, look carefully at your list. Which ones are actually available to you and are understandable when you begin researching? Using information that you don't understand generally leads to cutting and pasting and should be avoided unless you are willing to ask for help to sort it out.

Information Seeking Strategies is just a fancy way to describe how you look for information. For instance, when you get an assignment, do you Google the topic and then simply go to the website that is at the top of the list? Do you go to Wikipedia first? These are information seeking strategies.

Some tools you may want to consider are:

Born Digital Photo or Image

It was created (e.g. digital camera, computer screen capture program, desktop scanner) in digital form for the Web
Or you do not know where the image itself (not the place or object in it) is physically stored

Reference Source

Work of Visual Art

OPAC/Database

Getting Started What is the difference between a blog and a book? Why does your history teacher prefer the academic Journal of American History to the popular magazine People ? Understanding how information sources differ in terms of authority, timeliness, accessibility, and changeability will help you to determine the correct information sources for your research project. View the video to find out more about the roll blogs, books, journals, websites, and databases play in the Information Cycle of a news event.

Watch the video The Information Cycle from The University of Illinois Urbana-Champaign Libraries

3.3 .1 Locate sources

Figure out where you will get these sources. Beside each source, write its location. If it is a web site, list its web address. Try to use those that your teacher or librarian have linked or bookmarked. This will save you time. If your source is a person, figure out how you will contact him or her and make a note of this. Now, you will actually get the sources. You may have to get and use them one at a time. If so, come back to this step to locate each source.

3.3 . 2 Find information within sources

Now that you have the source in hand, how will you physically get the information you need? (Remember the questions you wrote in Task Definition?) This all depends on the source.

A. First make a list of words that will help you find information in all of your sources. These are called keywords. They are like synonyms and related words to your topic.You can find many of these in the questions you wrote in Big6 Task Definition. Watch the video below to see how you would go about creating keywords.

B. Now make a list of the sourcess of information you will use. Beside each, note how you will access the information you need.

Book: Look at the index or table of contents for your topic and keywords
Encyclopedia: Use the index volume (usually the last volume in the set) for the topic and keywords.
Databases that are subscribed to by your library (such as Gale, Worldbook Online, etc.): type topic and keywords in the search box. Try them separately and some together. Ask your librarian for help if needed.
Free web sites: use topic and keywords in subject directories.

Location and access means how and where you are going to find the information you need. If it is a book, do you own the book or will you have to go to the library to borrow it? If you found a website, once you are there, do you know how to look for the information or section on your topic? If our library doesn't have the book you need, do you know how to ask us to get it for you? When you are doing any or all of these things, you are completing Step 3 of the Big6.

From Question to Keyword Watch the video (courtesy of University Libraries, University of North Carolina Greensboro)

Database records are organized using a variety of indexes such as author and subject but are keyword searchable as well.

Databases are either subject specific such as World History in Context or content specific such as the newspaper and magazine database through EBSCO.

Databases contain information that has been checked for the ABC's of authority & accuracy, bias, and content & currency. You can trust the information you find in databases, not like on the web or through Google searches. Sometimes it's accurate, but many times it isn't.

4.1 Engage with the source (re ad, listen, view, touch)

Most likely you will need to read, listen or view your source. You are looking for the information you need. You may not need to read, listen to, or view all of your source information. You may be able to skip around, finding subheadings and topic sentences (read the first sentences in each paragraph) that will take you to your information.

4.2 Take out the relevant information from a source

It’s time to take some notes.

Now that you have found your sources for your assignment, this is the ste p where you read, wat ch, listen , and absorb all your information. You will need to figure out a way to take notes and keep them organized. You also need to write down the sources you use so you won't be running around at the last minute trying to find "that big blue book with the picture on the front" in the library. Your teachers may want you to use NoodleBib to help you keep your sources, notecards, and paper organized so check it out.

5.1 Organize information from multiple sources

Decide how you will put together the notes you took and ideas that you will add. You may:

Write a rough draft
Create an outline
Create a storyboard
Make a sketch
_______________ (any ideas?)

5. 2 Present the information

If your teacher assigns the product:

Make sure that you follow your teacher’s guidelines.

Add value to the product by including your ideas along with the information you found in books, web sites, and other sources. Make sure that your final product or paper is more than just a summary of what you found in the other sources.

Make a product or write a paper that you would be proud for anyone to read.
Include a bibliography. This is an alphabetized list of your sources. See the citation page for help.

If you get to choose your final product:

Decide which product will best suit your subject. You may give an oral presentation using Google Slides or write a paper. You may make a video or audio tape. Use technology if it is the best way to show the results of your information.

This step is all about deciding what you are going to do with the information you found. Are you going to write a paper, make a Slide Show, make a video or poster? Some of this will depend upon your assignment and if the teacher wants a specific type of presentation. This is the time you need to think about what it is you are trying to say and the best way to get it across. The ability to clearly organize your ideas and present them is an important 21st Century Skill to develop.

Before turning in your assignment, compare it to the requirements that your teacher gave you.

Did you do everything and include all that was required for the assignment?
Did you give credit to all of your sources, written in the way your teacher requested?
Is your work neat?
Is your work complete and does it include heading information (name, date, etc.)
Would you be proud for anyone to view this work?

6.1 Judge your i nformaton problem -solving process (how eff icient were you)

Think about the actions that you perform as you are working on this assignment. Did you learn some things that you can use again?

What did you learn that you can use again?
How will you use the skill(s) again?
What did you do well this time?
What would you do differently next time?
What information sources did you find useful? You may be able to use them again.
What information sources did you need but did not have? Be sure to talk to your librarian about getting them.

Did you ever?

Did you ever turn in an assignment and thought you did a great job only to get it back with a disappointing grade? It has happened to most of us. You wonder where you went wrong.

In this section, evaluation means looking closely at the assignment you were given,the steps you took to find the information, and the actual writing or creation of the project BEFORE you turn it in.

This step in the Big6 will help you learn how to make sure the paper or project you turn in is the paper or project your teacher is looking for.

Need Some Help?

Need help with your paper? Ask your librarian!

Research Tips and Tools

Boolean Search
Searching the Internet
Evaluating Websites

Using Primary Sources

Facts about Plagiarism

Do You Need a Citation?

Create a Bibliography
How to Paraphrase
Remembering What You Read

Getting Started AND, OR & NOT are all words that link concepts together to improve searches when using search engines such as Google or databases such as EbscoHost. These terms are associated with Irish mathematician George Boole, thus the term Boolean logic or Boolean searching.

To visualize how these terms work together to organize a search take a look at the Boolean Machine by Rockwell Schrock.

Boolean Search Demonstration

View this video , Boolean Operators: Pirates vs. Ninjas about using Boolean searching.

Getting Started

Search engines search electronically whereas most search directories use human editors to exclude irrelevant sites and include beneficial ones. Wikis invite contributers to write and edit articles mostly without authoriship. Understanding the pluses and minuses of each of these search tools will help you to determine when they are appropriate to use for particular high school research assignments.

Explore information in the Search Engines, Search Directories, and Wiki boxes and read the following tips.

Tips For Using Search Engines:

Search engines are best when searching for specific things such as “revolutionary war diaries” as opposed to the more general “war”
Use specific academic terms such as “climate change”
Use exact phrases such as “research on medical marijuana”
Go to Advanced Search tools to refine searches

Tips For Using Search Directories:

Read the annotations (summaries of sites written by directory editors) for your top results to see if you are on the right track
Browse subject categories
Keep search terms broad
Check sites for searching tips as all directories are organized differently
View the video IPL Information You Can Trus t to learn about this search directory .

Tips for Using Wikis:

Read about the wiki you are using to see how it is managed and organized. For example, Wikipedia relies on a vast number of dedicated volunteers to correct articles that don’t meet its standard for content neutrality (no bias or limited points of view) and verifiability.
FOR ACADEMIC RESEARCH always verify facts presented on a wiki with credible sources such as books.
Always check with your teacher to see if wikis are acceptable. Most teachers will require credible verifiable sources for academic research.

Always evaluate websites for information qualiy and reliability because anyone with a bit of knowledge about computers and the Internet can put information on the World Wide Web. Academic research is different from personal research because academic research requires current, correct, and well-documented information written by institutions/people who are authorities on their subjects. Sites should be unbiased UNLESS biased information is useful for a particular assignment. The World Wide Web is a place of business , and sites that want to sell products or services have a different purpose from sites that exist to educate

As Simple as ABC...

Use these ABCs as a guide to critically evaluate information on the Web.

1. Authority Who or what organization is publishing the content? Do they have the knowledge and expertise to publish information about this topic? This information is often found in the About Us or Contact section of a site.

2. Bias/Purpose Is this a commercial site that is trying to sell a service or a product or a site that exists primarily to educate? Does the publishing group and/or author have a bias? Are there multiple points-of-view analyzed and expressed?

3. Content Does the content fit the research question/assignment? Is the information correct? Read background information about your topic from a reputable source such as a textbook or database first.

4. Currency Is there a publication or update date attached to the article or site? Look at the end of an entry or the bottom of a page.

The New Oxford American Dictionary describes bias as:

“prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair.”

Sometimes it is easy to determine if a particular website is biased especially around a controversial issue, other times it can be extremely difficult to determine a site’s bias. It is especially difficult to determine bias when an author does not state their credentials when posting an article on a website or a blog or when reviewing a site that uses a name that doesn’t give away its purpose.

Here are some tips for determining bias:

1. Go to the About Us or Contact Us section of the website to find out who publishes the site and other information such as where the organization is located and its purpose or mission.

2. Go to the Resources or Links pages to see what other sites the site recommends viewing or what organizations the site promotes.

3. Google the author or organization to find out if the organization has been in the news

4. Ask a librarian or teacher to see if they know about a particular site or organization

Can You Solve This?

Defining Confirmation Bias:

Digital Culture Critic Abandons "Fake News on the Internet" Column:

Spotlight on BIAS

3. Google the author or organization to find out if the organization has been in the news 4. Ask a librarian or teacher to see if they know about a particular site or organization.

Do you love to use Wikipedia for all your assignments? This site will tell you why it isn't a good source for your research projects.

This site gives you a very good explanation of Wikipedia, how it is created, and why it isn't a good source for your school projects. Wikipedia might be a good place to start when you don't know something, but it isn't a good place to end your research.

Website Evaluation Form

Open the checklist the form and complete to evaluate a potential website you might use for your research.

The Cars Checklist
Website Evaluation Form

RADCAB Rubric

W ebsites to evaluate

Evaluation Prezi :

Brandywine

Research with Primary Sources

Primary Sources are things that give first-hand or direct information about the past. For the historian, primary sources are the 'nuts and bolts' of their trade, from which all secondary texts are produced. Primary materials include

Using primary sources A number of issues have to be considered when using primary sources:

when was the document produced: was it close to the time and place of the event?
why was it produced?
for whom was it produced? (for private 'consumption' or for public/propaganda reasons)
are there any clues in the document through which the content may be cross-checked?
is there any obvious bias? - all documents are biased in some way or another
are the values of the writer, inherent in the document, different from those of the reader? (this is going to be more than likely)

The Value of Primary Sources

The value of primary sources

When Marion Copied

Citations for beginers

Facts About Plagiarism

Did you know ?...

According to a national survey published in Education Week:

54% of students admitted to plagiarizing from the Internet
74% of students engaged in "serious" cheating at least once during the past school year
47% of students believe their teachers sometimes choose to ignore students who are cheating

All these facts and more can be found at plagiarism.org

Why Bother to Cite Your Sources?

Citing the sources you use when writing any paper is all about giving credit where credit is due . Using the words and ideas of other people without giving them credit is plagiarism and is considered academic misconduct .

Learning to cite your sources isn't just about avoiding consequences, it's about developing adacemic integrity, a quality that will benefit you in every aspect of your education.

Add / Reorder

Aug 14, 202

Your Citation is Your Source's Address

our ource's ddress Did you know that your teachers will look at your citations to see if you used reliable sources? that article. When they do that, they will use your citation to find the article, website, or book you used. Your citation will lead them to your information source.

Your Bibliography is Your Paper's Resume

our 's Did you know that your teachers will often look at your bibliography

What Exactly is an Annotated Bibliography?

"Bibliography", flickr

An is a that includes a paragraph following each citation that summarizes or evaluates the source being cited. "Each annotation is generally three to seven sentences long. In some bibliographies, the annotation merely describes the content and scope of the source; in others, the annotation also evaluates the source’s reliability, currency, and relevance to a researcher’s purpose" ( , n.d.).

You're much more likely to copy words if you only have one set of words to copy from. Look the answer up on three or four websites, or in several encyclopedias or reference books. Think about the different ways these sources express the same ideas. Does each one bring a new idea or approach? Which one do you find easiest to understand? If you're not able to understand it at all, keep looking for more helpful sources, or ask a teacher or parent for help.

Picking from all your sources, jot down some key words and ideas that have to do with the question you're trying to answer or the subject you're researching. Don't use complete sentences or phrases, just individual words or groups of no more than three words. You want just enough to jog your memory of what you learned and understood about the material. Names and dates and places are fine, but not opinions or fancy language. If you can't understand it, don't include it in your notes.

Hide your browser window, or close your books. Get that original material out of your sight. You're on your own now, working from your notes and your brain. You may want to keep the sites or the pages marked if you need to refer to them for further clarification, but don't keep them open when you're writing, and NEVER cut and paste unless you're using NoodleBib.

When you have an understanding of the material you've read and have formulated ideas that sound right to you and sound original to the adult who's helping you, write it out on paper. You should have something that draws its facts from research material you've found, but filters it through your own thoughts and understanding and language abilities. Your teacher will be far happier with this than with a more knowledgeable passage you copied directly from somebody else. Your ideas, directly from you, are what's important.

article adapted and used with permission ~ Terri Mauro @about.com

Never cut and paste and think you're done. It's worth saying again and again. You may feel you can drop something onto your paper and then rewrite it, but shuffling words around is not the same thing as paraphrasing. Only do this if you are using NoodleBib and are cutting and pasting into your notecards so you can paraphrase in the next section of the card.
Ditto copying directly from a book. Take notes of facts and basic information, but don't write sentences down word for word. If your hand's getting sore, that's a good sign that you're copying too much.
Don't leave researching to the last minute. The more time you can put between looking at the original material and writing about it, the less likely you are to remember exact words and phrases -- or to be so desperate that copying seems like the only option.
The very first thing to do before you write a word is to understand what you're writing about. If you can't do that, ask an adult for help. Learning to advocate for yourself is a skill that will come in handy whether you're in fourth grade, college, or beyond.

What You Need

What you need:.

Three or more resources on the subject you're researching
Index cards, paper for jotting notes, or EasyBib
Your brain, to process that material and create something that's yours
A parent, advisor, friend or teacher to help you think things through
Enough time, so don't procrastinate!

How to Remember What You Read

Ever read something and have no idea what it said? Then this video is for you!

Glossary of Research Terms

Academic Journal A subject-specific publication published periodically and edited by experts in the journal subject area. Find journal articles by searching JSTOR or Gale (click on the Peer Reviewed box in the Advanced Search area). Blog A website where an author or group of authors write ongoing commentary, usually about a particular subject. Databases Databases are sometimes called the "deep web" or "invisible web" because their information is accessible via fee-based subscriptions using passwords and isn't usually indexed by search engines such as Google. Database records are organized using a variety of indexes such as author and subject but are keyword searchable as well. Databases are either subject specific such as World History in Context or content specific such as the newspaper and magazine database through iCONN. Podcast An audio broadcast usually aired on a regular schedule. You can subscribe to podcasts or download them onto portable audio devices. TED talks are great to listen to and offer information on a wide variety of subjects by topic experts.

Tweet A very short blog entry (150 characters) using a website called Twitter. During protests in Iran Tweets were the only way news was getting out. Read this article in Time Magazine about Twitter and breaking news.

Wiki A website where people can collaborate on a document or collection of information. One of the most visited sites on the Internet is Wikipedia.

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Next: Glossary Research Terms >>
Last Updated: Jun 13, 2024 10:19 AM
URL: https://guides.rilinkschools.org/thompson

Education: Big6

General Education Resources
Educational Psychology
Public Library Resources
Lesson Plan Teacher Resources
Lesson Plan Multimedia
Research Tips
OER for Educators
Storytelling

The Big6 Research Model

The Big6 was developed by Mike Eisenberg and Bob Berkowitz to guide student through a process of conducting efficient and effective research.

The Big6 Approach to Information & Technology Literacy

Big6 Visual

<< Previous: Lesson Plan Multimedia
Next: Research Tips >>
Last Updated: Apr 18, 2024 1:39 PM
URL: https://library.millersville.edu/education

The Big6: A Research Process (view)

Units included with this Open Author resource:

This is a series of short PowerPoints to highlight each of the steps of The Big6 research process. These are used in an introduction to college research skills class -- but are general enough to be used at any level where you are introducing students to general research. Each PowerPoint comes with narration and the slides have the narrating script in the notes.

No Alignments yet.

The Big 6 Research Model

Lesson: The BIG 6 Research Model Description: Students will learn the six steps in the BIG 6 Research Model. Grade Level: 11 Curriculum: Life Skills / IB Theater Keywords: research process, information seeking, evaluating information, accessing information, referencing information

AASL Standards:

1.1.1 Follow an inquiry based process in seeking knowledge in curricular subjects, and make the real world connection for using this process in own life.

1.1.4 Find, evaluate, and select appropriate sources to answer questions.

1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

2.1.1 Continue an inquiry based research process by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.

2.1.2 Organize knowledge so that it is useful.

2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations

2.1.4 Use technology and other information tools to analyze and organize information.

Have you ever felt anxiety when your teacher assigns you a research project. Have you spent hours searching the internet and not find what you want? No more worries my friend! The Big 6 research model is a step by step process to help you research your topic.

In this lesson, you are going to complete three tasks:

1) You are going to conduct a research of the steps in the Big 6 model.

2) You are going to apply the steps to a given research assignment.

3) You are going to Conduct a research using the Big 6 Model.

Click here to watch the SlideShare PowerPoint about the Big 6.

1. Write down the steps of the Big 6 model.

2. Read and discuss the model and write at least three question that you may have.

Share the questions written on day and scroll down and watch movie # 1 to find the answers to the questions.
Using the format from the video, prepare a research plan for the following Question; "What are the different theater styles?"
Your plan should include at least:
Four keywords you'll use to search
Four sources you plan to collect the resources from
Two ways you plan to collect the information,
One sentence telling how the information will be used,
One sentence telling how you plan to put the information together
Three things you will look for when evaluating the final project.
Research information on about theater styles by clicking here . Retrieve the information you need.
Use the desktop to locate relevant information about the types of theater styles.

Collate the information on the different types of theater styles and organize in the form of a Prezi that presents the definition and features of each type of music listed.

You will be given time to present your Prezi in class (Bond).
For your assignment, you are to click here Print the 'Self Test' form and fill it in with the steps in the Big 6 Model

The Big 6 Research Model is a process that includes and warrants self evaluation as well as external evaluation.

Use the rubric below to ensure that you have followed the requirements.

You may also get your peers to review your project before you submit same

#	0 - Unsatisfactory	5 - Fair	10 - Good	15 - Very Good	Score
The Research Plan using the Big 6 Model	No work submitted	1. Four keywords you'll use to search 2. Four sources you plan to collect the resources from Two ways you plan to collect the information, 3. One sentence telling how the information will be used,	1. Four keywords you'll use to search 2. Four sources you plan to collect the resources from 3. Two ways you plan to collect the information, 4. One sentence telling how the information will be used, 5. One sentence telling how you plan to put the information together	1. Four keywords you'll use to search 2. Four sources you plan to collect the resources from 3. Two ways you plan to collect the information, 4. One sentence telling how the information will be used, 5. One sentence telling how you plan to put the information together 6. Three things you will look for when evaluating the final project.	15
The Content	No work Submitted	Definition and features of one to two of the following: -reggae -mento -ska -rock steady -dancehall -sound system -deejays	Definition and features of three to four of the following: -reggae -mento -ska -rock steady -dancehall -sound system -deejays	Definition and features of all of the following: -reggae -mento -ska -rock steady -dancehall -sound system -deejays	15
Sources of information used	No source used at all	Use one of the following sources: -books -newspaper/ -journal	Use of any two of the following: - internet -books -newspaper/ journals	Use of all of the following: -internet -books -newspaper/ journals	15
The written project	No work submitted	Written project is not presentable and not well organized.	Written project is understandable but needs to be more organized and presentable.	Written project is neat and presentable, understandable and neatly organized.	15

Now that we have come to the end of the lesson, I hope you have learned the basic steps of conducting a research.

I ask that you reflect on the entire process one step at a time.

I also suggest that you apply the model to your research projects as it it through practice that it will become natural.

For further information and or reminders you can click here

Lahore American School Follow. (2009, November 05). Big 6 Powerpoint. Retrieved December 01, 2017, from https://www.slideshare.net/kathykhan/big-6-powerpoint

Salvatore Sorce, Voice and Accent Lecturer Follow. (2011, January 16). Theatre styles. Retrieved December 01, 2017, from https://www.slideshare.net/SalvatoreGiovanniSorce/theatre-styles

Big 6 Research Model. (n.d.). Retrieved December 01, 2017, from http://openworkshop.pbworks.com/w/page/48611010/Big%206%20Research%20Mo…

6 Research Model.m4v. (2011, July 19). Retrieved December 05, 2017, from https://youtu.be/m-6D7oRvrkM

The Big6 research model is a six-step model designed to aid with problem solving and making informed decisions. Using the Big6 model, researchers can identify their information research goals, find, use, and synthesize relevant and credible information.

The Big6 works will with national, state, and district curriculums.

Putting it all together

Committee for a Responsible Federal Budget

Trump and biden: the national debt.

The national debt is on course to reach a record share of the economy under the next presidential administration, due in part to policies approved by Presidents Trump and Biden during their time in office, including executive actions and legislation passed by Congress.

While it is important to understand the fiscal impact of the promises candidates make on the campaign trail – particularly because they reflect the candidates’ own policy preferences and are not impacted by unexpected external events or the actions of Congress – the fact that both leading candidates have served as President also allows for a comparison of their actual fiscal records. This analysis focuses on the estimated ten-year debt impact of policies approved by Presidents Trump and Biden around the time of enactment. 1 In this analysis, we find:

President Trump approved $8.4 trillion of new ten-year borrowing during his full term in office, or $4.8 trillion excluding the CARES Act and other COVID relief.
President Biden , in his first three years and five months in office, approved $4.3 trillion of new ten-year borrowing, or $2.2 trillion excluding the American Rescue Plan.
President Trump approved $8.8 trillion of gross new borrowing and $443 billion of deficit reduction during his full presidential term.
President Biden has so far approved $6.2 trillion of gross new borrowing and $1.9 trillion of deficit reduction.

In companion analyses, we will show:

Roughly 77 percent of President Trump’s approved ten-year debt came from bipartisan legislation, and 29 percent of the net ten-year debt President Biden has approved thus far came from bipartisan legislation. The rest was from partisan actions.
President Trump approved $2.2 trillion of debt in his first two years in office and $6.2 trillion ($2.6 trillion non-COVID) in his second two years. President Biden approved $4.9 trillion ($2.9 trillion non-COVID) in his first two years in office and has so far approved over $600 billion of net ten-year deficit reduction since.
President Trump approved $5.9 trillion of net spending increases including interest ($2.8 trillion non-COVID) and $2.5 trillion of net tax cuts ($2.0 trillion non-COVID). President Biden has approved $4.3 trillion of net spending increases including interest ($2.3 trillion non-COVID) and roughly $0 of net tax changes ($60 billion revenue increase non-COVID).
Debt held by the public rose by $7.2 trillion during President Trump’s term including $5.9 trillion in the first three years and five months. Debt held by the public has grown by $6.0 trillion during President Biden’s term so far.
President Trump’s executive actions added less than $20 billion to ten-year debt on net. President Biden’s executive actions have added $1.2 trillion to ten-year debt so far.
The President’s budget was on average 39 days late under President Trump and 58 days late under President Biden.

Summary Table: Executive Actions & Legislation Approved by Presidents Trump & Biden



Tax Cuts & Jobs Act	+$1.9 trillion	Partisan
Bipartisan Budget Acts of 2018 & 2019	+$2.1 trillion	Bipartisan
ACA Tax Delays & Repeals	+$539 billion	Bipartisan
Health Executive Actions	+$456 billion	Partisan (Executive Action)
Other Legislation	+$310 billion	Bipartisan
New & Increased Tariffs	-$443 billion	Partisan (Executive Action)
CARES Act	+$1.9 trillion	Bipartisan
Response & Relief Act	+$983 billion	Bipartisan
Other COVID Relief	+$756 billion	Bipartisan*



Appropriations for FY 2022 & 2023	+$1.4 trillion	Bipartisan
Honoring Our PACT Act	+$520 billion	Bipartisan
Bipartisan Infrastructure Law	+$439 billion	Bipartisan
Other Legislation	+$422 billion	Bipartisan
Student Debt Actions	+$620 billion	Partisan (Executive Action)
Other Executive Actions	+$548 billion	Partisan (Executive Action)
Fiscal Responsibility Act	-$1.5 trillion	Bipartisan
Inflation Reduction Act	-$252 billion	Partisan
Deficit-Reducing Executive Actions	-$129 billion	Partisan (Executive Action)
American Rescue Plan Act	+$2.1 trillion	Partisan

Note: bipartisan indicates legislation passed with votes from both political parties in either chamber of Congress. *Includes $23 billion of executive actions in the form of student debt payment pauses.

How Much Debt Did President Trump Approve?

During his four-year term in office, President Trump approved $8.4 trillion of new ten-year borrowing above prior law, or $4.8 trillion when excluding the bipartisan COVID relief bills and COVID-related executive actions. Looking at all legislation and executive actions with meaningful fiscal impact, the full amount of approved ten-year borrowing includes $8.8 trillion of deficit-increasing laws and actions offset by $443 billion of deficit-reducing actions. 2

These estimates are based on scores of legislation and executive actions rather than retrospective estimates. Scores are generally made on a conventional basis, though the Tax Cuts and Jobs Act (TCJA) is scored dynamically. The actual debt impact of the policies was likely somewhat higher than these scores. In particular, the TCJA likely reduced revenue more than projected and saved less from repealing the individual health care mandate penalty, 3 while the Employee Retention Credit was likely far more expensive than originally estimated.

Sources: CRFB estimates based on CBO and OMB projections.

The major actions approved by President Trump (and ten-year impact with interest) include:

The Tax Cuts and Jobs Act of 2017 ( $1.9 trillion debt increase )
The Bipartisan Budget Acts of 2018 and 2019 ( $2.1 trillion debt increase )
ACA Tax Delays and Repeals ( $539 billion debt increase )
Health Executive Actions ( $456 billion debt increase )
Other Legislation ( $310 billion debt increase )
New and Increased Tariffs ( $443 billion debt reduction )
The CARES Act ( $1.9 trillion debt increase )
The Response & Relief Act ( $983 billion debt increase )
Other COVID Relief ( $756 billion debt increase )

How Much Debt Has President Biden Approved?

Over his first three years and five months in office, President Biden has approved $4.3 trillion of new ten-year borrowing, or $2.2 trillion when excluding the American Rescue Plan Act. This includes $6.2 trillion of deficit-increasing legislation and actions, offset by $1.9 trillion of legislation and actions scored as reducing the deficit.

These estimates are based on scores of legislation and executive actions rather than retrospective estimates and do not include preliminary rules, unexecuted “side deals,” or actions ruled illegal by the Supreme Court. Updated scores and in-process actions would increase the total. For example, an updated estimate would likely wipe away the $252 billion of scored savings from the Inflation Reduction Act, 4 the informal FRA side deals would reduce its savings by about $500 billion , and the new student debt cancellation plan could cost $250 to $750 billion .

The major actions approved by President Biden so far (and ten-year impact with interest) include:

Appropriations for FY 2022 and 2023 ( $1.4 trillion debt increase )
The Honoring Our PACT Act ( $520 billion debt increase )
The Bipartisan Infrastructure Law ( $439 billion debt increase )
Other Legislation ( $422 billion debt increase )
Student Debt Actions ( $620 billion debt increase )
Other Executive Actions ( $548 billion debt increase )
The Fiscal Responsibility Act ( $1.5 trillion debt reduction )
The Inflation Reduction Act ( $252 billion debt reduction )
Deficit-Reducing Executive Actions ( $129 billion debt reduction )
The American Rescue Plan Act ( $2.1 trillion debt increase )

The next presidential term will present significant fiscal challenges. While past performance is not necessarily indicative of future actions, it is helpful to examine the fiscal performance from each President’s time in office for clues as to how they plan to confront these challenges or how high of a priority fiscal responsibility will be on their agendas.

Both candidates approved substantial amounts of new borrowing in their first term. President Trump approved $8.4 trillion in borrowing over a decade, while President Biden has approved $4.3 trillion so far in his first three years and five months in office. Of course, accountability also rests with Congress as a co-equal branch of government, which passed legislation constituting the majority of the fiscal impact under both presidents.

Some of this borrowing was clearly justified, particularly in the early parts of the COVID-19 pandemic when joblessness was rising rapidly and large parts of the economy were effectively shut down. However, funding classified as COVID relief explains less than half of the borrowing authorized by either President, and arguably, a meaningful portion of this COVID relief was either extraneous, excessive, poorly targeted, or otherwise unnecessary. 5

In supplemental analyses, we will compare a number of other aspects of the candidates’ fiscal records.

During the next presidential term, the national debt is projected to reach a record share of the economy, interest costs are slated to surge, the debt limit will re-emerge, discretionary spending caps and major tax cuts are scheduled to expire, and major trust funds will be hurtling toward insolvency.

Adding trillions more to the national debt will only worsen these challenges, just as both Presidents Trump and Biden did during their terms along with lawmakers in Congress. The country would be better served if the candidates put forward and stuck to plans to reduce the national debt, secure the trust funds, and put the budget on a sustainable long-term path.

Appendix I : Details of Policies Approved by President Trump

Tax Cuts and Jobs Act of 2017 ( $1.9 trillion debt increase ) – The TCJA included several tax cuts and reforms. Among those changes, the law reduced individual and corporate income tax rates, virtually eliminated the alternative minimum taxes, repealed or limited numerous deductions and tax breaks, replaced personal and dependent exemptions with an expanded standard deduction and Child Tax Credit, established a new deduction for pass-through business income, shrunk the estate tax, offered full expensing of equipment purchases, and reformed the tax treatment of international income. Most individual and estate tax changes were temporary while most corporate changes were permanent. The legislation also repealed the Affordable Care Act’s individual mandate penalty. As a result of these policy changes, the Congressional Budget Office (CBO) projected the TCJA would boost output by roughly 1 percent at peak and 0.6 percent after a decade. The estimate incorporated in this analysis includes the dynamic feedback effects of this faster growth, based on CBO’s April 2018 analysis of the bill. While it is impossible to know exactly how the bill’s fiscal impact compared to this prospective estimate, a number of factors point towards it adding significantly more to the debt, including: higher-than-expected inflation and nominal incomes and profits leading to higher revenue loss; SALT cap workarounds; increased use of bonus depreciation; and lower than expected revenue from limiting the use of pass-through losses. As a reference point, CBO’s latest estimate for extending the expiring elements of the TCJA is almost 50 percent higher than its 2018 estimate. In addition, the budgetary savings from the individual mandate penalty repeal were likely less than originally projected.
The Bipartisan Budget Acts of 2018 and 2019 ( $2.1 trillion debt increase ) – The Bipartisan Budget Acts (BBA) of 2018 and 2019 increased the caps on defense and nondefense discretionary spending set by the 2011 Budget Control Act (BCA) and further reduced through a ‘sequester’ activated after the failure of the Joint Select Committee on Deficit Reduction. BBA 2018 increased the caps in FY 2018 and 2019 by a combined $296 billion, effectively repealing the $91 billion per year sequester and further increasing spending above the BCA caps. BBA 2019 essentially codified these increases by boosting the FY 2020 and 2021 caps by a combined $320 billion. Because the 2021 cap was the final year of the BCA caps, BBA 2019 increased baseline discretionary spending levels beyond 2021 to the new 2021 level plus inflation. Both bills also included smaller additional policies, including some partial offsets. In total, BBA 2018 added $418 billion to the ten-year debt and BBA 2019 added $1.7 trillion.
ACA Tax Delays and Repeals ( $539 billion debt increase ) – Three taxes enacted by the 2010 Affordable Care Act (ACA) – the health insurer tax, the “Cadillac tax” on high-cost health insurance, and the medical device excise tax – were delayed in a 2018 continuing resolution. They were subsequently repealed in one of the full-year funding bills for FY 2020. The Joint Committee on Taxation (JCT) estimated that the health insurer tax would have raised about $150 billion over a decade, the Cadillac tax would have raised $200 billion, and the medical device excise tax would have raised $25 billion. In addition to these tax repeals, policymakers enacted roughly $70 billion of other unpaid-for policies related to health care, retirement savings, and other priorities in these two bills. Interest costs added $64 billion more.
Health Executive Actions ( $456 billion debt increase ) – President Trump approved two health-related executive actions with significant costs over his term. Ending federal appropriations for the ACA’s cost-sharing reduction payments in 2017 led insurers to raise premiums on “silver” ACA plans to fund low-income cost sharing subsidies, ultimately increasing the cost of federal subsidies by an estimated $220 billion. Meanwhile, a 2020 rule to restrict prescription drug rebates paid to pharmacy benefit managers and insurer plans was estimated to cost $177 billion. Interest costs added $59 billion more. Importantly, the rebate rule was delayed and ultimately repealed by Congress under President Biden.
Other Legislation ( $310 billion debt increase ) – President Trump signed a number of other deficit-increasing bills into law over the course of his term. This includes several appropriations bills for disaster relief as well as the changes to mandatory programs (CHIMPs) that boosted spending in the full-year appropriations bills enacted in his term. Additionally, President Trump signed a permanent extension of several tax “extenders,” which are tax policies that have been routinely extended for short periods. Finally, he signed the Great American Outdoors Act, which transferred certain offsetting receipts and authorized them to be spent without appropriation, and the permanent authorization of the 9/11 victims fund, which authorized funds to pay out claims to 9/11 victims.
Tariffs ( $443 billion debt reduction ) – Over the course of his presidency, President Trump used his authority under the Trade Act of 1974 and the International Emergency Economic Powers Act of 1978 to increase a number of import tariffs through executive action. Beginning in 2018, the Trump Administration announced the imposition or increase to a variety of tariffs, including on washing machines, solar panels, and steel and aluminum products. In 2019, the tariff rate on many Chinese imports was increased from 10 percent to 25 percent. Based on CBO’s estimates at the time, we estimate these tariffs will have generated over $440 billion of revenue and interest savings over a decade.
The CARES Act ( $1.9 trillion debt increase ) – Enacted in the wake of the COVID-19 pandemic in March 2020, the bipartisan CARES Act included expanded and extended unemployment benefits, economic relief checks of $1,200 per eligible adult and $500 per child, the Paycheck Protection Program (PPP) to provide support to small businesses to keep employees on payroll, and emergency disaster loans and grants to businesses, industries, health care facilities, educational institutions, state and local governments, and others, among many other provisions. Based on our ongoing tracking , the actual fiscal impact of the CARES Act was likely similar to the initial score though perhaps slightly higher overall.
The Response & Relief Act ( $983 billion debt increase ) – Enacted in December 2020 as part of the omnibus appropriations bill for Fiscal Year (FY) 2021, the Response & Relief Act included funding for a second tranche of PPP payments and small business grants, an extension of enhanced unemployment benefits, economic relief checks of $600 per eligible person, funding support for schools and higher education institutions, vaccine and testing funding, targeted support to industries greatly impacted by COVID-19, an extension and expansion of the Employee Retention Credit, and an extension of various other COVID-related tax and spending relief programs. Based on our ongoing tracking , the actual fiscal impact of the Response & Relief Act was likely higher than the initial score due to the significantly higher-than-expected deficit increase from the Employee Retention Credit .
Other COVID Relief ( $756 billion debt increase ) – President Trump approved several other measures related to the COVID-19 pandemic and recession. This includes the three other COVID relief laws enacted in March and April 2020: the Coronavirus Preparedness and Response Supplemental Appropriations Act , the Families First Coronavirus Response Act , and the Paycheck Protection Program and Health Care Enhancement Act . It also includes the student loan repayment pauses enacted at the onset of COVID and extended after the CARES Act’s pause ended in October 2020. President Trump also approved other executive actions that resulted in little deficit impact. Based on our ongoing tracking , the actual fiscal impact of these bills were likely much higher than the initial score due to the significantly higher-than-expected revenue loss from the Employee Retention Credit and the higher Medicaid and SNAP costs resulting from a longer-than-projected public health emergency.

Appendix II : Details of Policies Approved by President Biden So Far

Appropriations for FY 2022 and 2023 ( $1.4 trillion debt increase ) –President Biden signed full-year omnibus appropriations bills for FY 2022 and 2023 , boosting nominal appropriations by 6 percent and then 9 percent. While those bills only set funding for those specific years, future-year projected levels are calculated by assuming continued inflation growth. This is consistent with the reality that appropriators generally work from the prior year’s spending levels. Based on CBO, we estimate the FY 2022 omnibus directly increased spending by $50 billion and indirectly by $519 billion above baseline, while the FY 2023 omnibus increased spending directly by $58 billion and base discretionary spending indirectly by $511 billion. Interest costs added $175 billion more. Both laws’ impacts on baseline deficits would be substantially smaller had they been scored against an updated CBO baseline that reflected actual inflation rather than projections – the bulk of the increases under both laws kept spending apace with the very-high rate of inflation for those years.
The Honoring Our PACT Act ( $520 billion debt increase ) – Enacted in August 2022, the PACT Act created new benefits for veterans exposed to toxic substances during their tours of duty, expanded existing health and disability benefits, and modified eligibility tests that allowed more veterans to automatically qualify for benefits. Although veterans’ health spending is generally discretionary, the PACT Act allowed the cost of the expansion to be classified as mandatory spending and allowed lawmakers to shift existing discretionary costs to the mandatory side of the budget. Based on CBO’s score, the PACT Act increased spending by between $277 billion and $667 billion, depending on how much funding was reclassified. Our estimate reflects the midpoint (plus interest), which policymakers effectively codified in the Fiscal Responsibility Act of 2023.
The Bipartisan Infrastructure Law ( $439 billion debt increase ) – The 2021 Infrastructure Investment and Jobs Act authorized more than $500 billion of direct spending and tax breaks related to surface transportation, broadband, energy and water, transit, and other infrastructure. The law also increased baseline levels of highway spending, translating to more than $50 billion in indirect costs. While lawmakers claimed that it was fully paid for at the time of passage, CBO determined that it only contained $173 billion of scorable savings, leading to $439 billion of new borrowing when interest is included.
Other Legislation ( $422 billion debt increase ) – President Biden signed several other bipartisan pieces of legislation during his first term. This includes several packages of aid to Ukraine, Israel, and Gaza, additional emergency spending related to disaster relief and military readiness, $80 billion of investments and tax credits to encourage onshoring manufacturing facilities for semiconductors in the CHIPS and Science Act, and additional FY 2024 appropriations spending based on “side deals” to the Fiscal Responsibility Act.
Student Debt Actions ( $620 billion debt increase ) – The Biden Administration has instituted several changes to the federal student loan program through executive actions. Most significantly, the Education Department introduced the Savings on a Valuable Education (SAVE) income-driven repayment (IDR) program , which reduced required payments and interest accrual for those enrolled, among other changes – estimated to cost $276 billion. In addition, President Biden extended the pause of student debt repayments and cancellation of interest for 31 months at a cost of $146 billion. And finally, President Biden enacted a number of targeted debt cancellation measures, including expansions of the Public Service Loan Forgiveness program and cancellation of debt borrowed for institutions that closed or were found to be fraudulent, at a cost of $145 billion. President Biden also enacted a policy to cancel up to $20,000 per borrower of student debt that would have cost an additional $330 billion (after interactions with the SAVE plan), but this was ruled illegal by the Supreme Court. Recently, the Administration introduced an alternative debt cancellation plan that could cost between $250 and $750 billion, though it has yet to be implemented and is not counted here because our estimates only include regulations that have been finalized through the full rulemaking process.
Other Executive Actions ( $548 billion debt increase ) – President Biden has also expanded deficits through other executive actions. Most significantly, he approved over $200 billion of borrowing by changing the way Supplemental Nutrition Assistance Program (SNAP) benefits – also known as food stamps – are calculated and adjusted. More recently, the Administration announced a rule to limit vehicle emissions, which we estimate will add nearly $170 billion to the debt by boosting the cost of electric vehicle tax credits expanded under the IRA and reducing gas tax revenue. Other executive actions will add a combined $180 billion to the debt by expanding Medicaid enrollment, changing the way prescription drug price concessions are considered by Medicare plans, addressing the ACA’s “family glitch,” allowing states to boost Medicaid payments to managed care plans to pull in additional federal dollars, and an expansion of allowed income for Supplemental Security Income recipient households.
Fiscal Responsibility Act ( $1.5 trillion debt reduction ) – In June 2023, President Biden signed the bipartisan Fiscal Responsibility Act (FRA), which capped discretionary spending for FY 2024 and 2025, among other changes. The FRA set 2024 nondefense discretionary levels to 5 percent below the 2023 level, set defense to be 3 percent higher, and set both to grow by 1 percent between 2024 and 2025. These caps, along with other measures, were scored to generate over $250 billion of direct savings and also reduce the baseline for future spending to generate an additional $1.1 trillion of additional savings. With interest, the FRA was estimated to reduce deficits by $1.5 trillion over a decade. Importantly, negotiators at the time agreed to a number of “side deals” mentioned above that would reduce the FRA’s savings to roughly $1 trillion if enacted in full in future appropriations bills. A different but similar set of side deals were enacted for FY 2024 and added about $85 billion to deficits – these are included in the “other legislation” category. Additional side deals will not be counted until enacted.
Inflation Reduction Act ( $252 billion debt reduction ) – In August 2022, President Biden signed the Inflation Reduction Act (IRA ) into law, a reconciliation bill focused on energy, health care, and tax changes. The IRA established new and increased existing energy- and climate-related spending and tax credits, expanded ACA health insurance subsidies, required prescription drug negotiations and other drug pricing reforms, introduced a 15 percent corporate “book minimum tax,” established an excise tax on stock buybacks, increased funding to the IRS to close the tax gap, and made other changes. At the time of passage, CBO and JCT estimated the IRA’s tax breaks and spending would reduce revenue and increase spending by about $500 billion, while its offsets would generate almost $740 billion. Recent estimates of the impact of repealing the IRA tax credits suggest these provisions will reduce revenue and increase spending by $260 billion higher than the official score; at the same time, the IRA’s offsets are also likely to raise more in revenue. On net, we expect a full re-estimate of the IRA would score as roughly budget neutral through 2031, excluding effects related to subsequent regulatory changes. This analysis attributes the additional cost of these regulations as executive actions.
Deficit-Reducing Executive Actions ( $129 billion debt reduction ) –President Biden approved two other executive actions that would result in savings over a decade, including changes to payments for Medicare Advantage plans and a temporary stay of the subsequently repealed Trump prescription drug rebate rule.
American Rescue Plan Act ( $2.1 trillion debt increase ) – Enacted in the Spring of 2021, the American Rescue Plan Act was the final piece of legislation that contained many major components designed to provide COVID relief. It included several extensions of enhanced unemployment benefits, additional relief checks of $1,400 per person, and a slew of funding for state and local governments, educational institutions, health care providers, public health agencies, and others. The legislation also included about $300 billion of policies that we have described as extraneous to the COVID crisis – including a pension bailout and expansions of the Child Tax Credit, Earned Income Tax Credit, health insurance subsidies, and child care tax credit – and roughly $100 billion of offsets.

Appendix III: Methodology

This analysis estimates the additional borrowing approved by Presidents Trump and Biden through tax and spending changes passed by Congress or contained in executive actions from their administrations. It does not estimate the amount of debt that accumulated over their terms, which partially reflects actions taken prior to their time in office and does not account for the fiscal impact of the actions approved by the President but incurred outside of his four-year term. We will publish changes in debt during their terms in a supplemental analysis.

Our analysis incorporates all major pieces of legislation and executive actions – those with more than $10 billion of ten-year budget impact – approved by Presidents Trump and Biden. Estimates rely on ten-year budget scores, as under standard convention. In order to rely on official scores wherever possible, however, all estimates are based on the ten-year budget window at the time of enactment – meaning different policies cover different time frames and thus are not purely additive or comparable.

In general, estimates rely on official estimates from the Congressional Budget Office (CBO) and Joint Committee on Taxation (JCT) presented prospectively. When such scores are not available or not comprehensive, we may use estimates from the Office of Management and Budget, the regulatory agencies, or our own estimates.

Estimates are not updated to incorporate data and results made available well after implementation; no legislation signed by either President Trump or President Biden has been re-estimated in full to incorporate observed costs or effects, and partial updates would bias the overall numbers. However, possible differences between initial scores and actual costs, including from the TCJA, the IRA, and COVID relief, are discussed throughout this paper.

Estimates incorporate impact on interest costs, which we calculate using the most recent CBO debt service tool at the time of enactment, unless interest impact is included in the estimate. Estimates are generally based on conventional scoring, but in the case of the Tax Cuts and Jobs Act, we incorporate macroeconomic impacts as estimated by CBO shortly after enactment.

All estimates are in nominal dollars at the time of approval, which means deficit impact from earlier budget windows generally represent a larger share of GDP per dollar due to higher price levels and output over time.

Finally, the estimates are based on the policies as written and do not try to correct for arbitrary cliffs, side agreements, or other budget gimmicks that may create a misleading picture of the intended fiscal impact of the policy.

1 Our estimates compare ten-year estimates of each action before implementation, generally using prospective scores of policies and adding them together despite being over different windows. Although this is not a perfect apples-to-apples comparison for a variety of reasons, it allows us to rely on official numbers and continue to compare over time. See the methodology section for a more detailed explanation.

2 Many pieces of legislation with fiscal impact include tax and spending changes that both add to and reduce projected deficits. The $8.8 trillion figure is based on the net deficit impact of deficit-increasing bills, rather than the gross deficit increases within those bills. For example, the $1.9 trillion impact of the TCJA represents the combination of tax cuts, base broadening, lower spending as a result of repealing the individual mandate penalty, interest, and dynamic effects on revenue and spending.

3 The larger deficit impact from the TCJA is due to a combination of a larger nominal tax base, lower health savings from individual mandate repeal, the unexpected use of a SALT cap workaround, reduced revenue collection from the limit on pass-through losses, higher revenue loss related to bonus depreciation, and other factors.

4 Due to higher prices and output, greater demand for subsidized activities, and laxer-than-expected regulations, the IRA’s energy provisions are now expected to have a fiscal impact of $660 billion – about two-thirds more than the original estimate of roughly $400 billion. This excludes the effects of the Administration’s vehicle emissions rule, which we’ve scored separately. At the same time, revenue collection under the IRA is also likely to be higher in light of higher-than-projected nominal corporate profits , greater expected voluntary tax compliance , and less-than-expected responsiveness to the buyback tax. Overall, we believe a re-estimate of the IRA would be roughly budget neutral. The emissions rule approved by President Biden would increase deficits by about $170 billion – mainly by further increasing the fiscal impact of the IRA tax credits – and is included in our tally of his executive actions.

5 In a previous analysis, we estimated that $500 to 650 billion of COVID relief was extraneous – unrelated to the pandemic or subsequent economic fallout – including $300 to $335 billion enacted under President Trump and $200 to $315 billion under President Biden. These prior estimates are not perfectly comparable to estimates in this paper but give a sense of scale. In additional analyses, we estimated that the American Rescue plan likely significantly overshot the output gap it was aiming to close while providing excessive relief to a number of sectors. There were also excesses and lack of targeting in earlier COVID relief packages, including as it related to stimulus checks , the additional $600 of weekly unemployment benefits , and the Paycheck Protection Program.

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We are closer than ever to finally proving the multiverse exists

One hundred years ago, we discovered there were other galaxies beyond our own. Now, we might be on the verge of another discovery: that there are other universes

By Miriam Frankel

25 June 2024

the surface of an multiverse with a lot of universes 3d rendering; Shutterstock ID 2256998119; purchase_order: -; job: -; client: -; other: -

Shutterstock/Dr. Norbert Lange

This story is part of our Cosmic Perspective series, in which we confront the staggering vastness of the cosmos and our place in it. Read the rest of the series here .

We think our universe contains everything that exists, has ever existed and will exist in the future. But this might not be the case: there are many ways other universes could exist.

One is that we could be a single part of a branch of infinite universes known collectively as the multiverse . These universes might have appeared shortly after the big bang, they might be hiding in extra dimensions or they could pop into existence whenever a quantum property goes from a cloud of possible states to a single reality.

Quantum time travel: The experiment to 'send a particle into the past'

Multiverse ideas gained scientific weight in the 1980s with the invention of inflation , a period when the early universe suddenly expanded. Inflation explains why the cosmos is so flat and smooth, but it also predicts the creation of a multitude of independent bubble universes.

Cyclic universes

Yet inflation is just one route to a multiverse, and it has its critics. In recent years, many cosmologists have turned to alternatives like cyclic universe theories, which say the universe is on an unending cycle between ballooning and compressing. These theories still invoke multiple universes, but at different times.

“What I didn’t like about inflation was that there are very few genuine predictions – you don’t get out much more than you put in,” says Neil Turok , a physicist at the University of Edinburgh, UK, who…

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Opinion | A big week for Biden, Trump and … CNN

Cnn’s ratings are down, partly because of cord-cutting. but it’s also facing stiff competition from the more opinionated cable news channels..

This is a big week for President Joe Biden and former President Donald Trump as they face off in Thursday’s debate — the first of two scheduled debates before the November election.

It’s also a big week for CNN, the host of Thursday night’s debate.

This is a delicate time for cable news in general, and CNN in particular. Ratings are down, partly because more and more folks are cord-cutting. But CNN is also facing stiff competition from the more opinionated cable news channels Fox News and MSNBC.

As The Associated Press’ David Bauder notes , “Fox News Channel has averaged 2.14 million viewers in prime time this month, with MSNBC at 1.22 million and CNN at 525,000, according to the Nielsen company. That’s down 17% from last June for CNN.”

It’s not as if one big debate night will turn around CNN’s fortunes. Plus, CNN is making the debate available to other news outlets for simulcast. So, for example, the dedicated Fox News viewer is likely to watch the debate on Fox News. They’ll see CNN’s logo plastered all over the screen, but for pre- and post-debate coverage, for instance, the viewers will likely retreat to where they generally get their news.

Because of that, Bauder writes, “It’s possible — even likely — that CNN won’t even have the biggest American audience on Thursday.”

However, the debate will feature CNN moderators — Jake Tapper and Dana Bash — and the format was picked by CNN (and agreed to by Biden and Trump). So it does matter to CNN.

The Wall Street Journal’s Isabella Simonetti wrote , “Thursday’s debate carries great opportunity—and risk—for the network, which beyond its sagging-ratings problem is still looking for a direction after frequent leadership changes, with three different leaders in less than three years.”

According to Simonetti, the current leader, Mark Thompson, told staff at a meeting this week, “I think we’re going to hear ourselves and read about ourselves all week. And there’s some inevitable consequences of that. Not everything we read will be entirely positive.”

Some of the criticism, no matter how the debate goes, is expected to come from people in the Trump camp, who are already laying the groundwork that their candidate won’t be treated fairly.

That brings us to …

What about that mute button?

One of the more interesting wrinkles in this debate is the mute button. The candidates have been told that their microphones will be cut off if they speak when it’s not their turn.

But how, exactly, is it going to work? More importantly, who is in charge of the so-called mute button?

In his AP story, David Bauder asked David Chalian, CNN’s vice president and political director, but Chalian would not reveal who is in charge of it. There certainly will be times when both Biden and Trump are talking simultaneously, and CNN needs to allow a bit of that give-and-take. It’s the repeated interruptions that might require the mute button.

Also, don’t be surprised if the candidate whose microphone is shut off still can be heard. This is not going to be perfect.

For its part, CNN says it merely is concerned about the debate itself, with Chalian adding, “Let’s be clear. The stakes are highest for Donald Trump and Joe Biden. They’re the participants in this debate.”

Unique perspective

Donald Trump and Hillary Clinton during their presidential debate on Oct. 9, 2016. (AP Photo/Julio Cortez)

There is one person out there who knows what it’s like to debate both Joe Biden and Donald Trump

Hillary Clinton.

She debated Trump three times in 2016 when they ran against each other for president. She also was part of a debate with Biden during the 2008 Democratic presidential primary race.

Clinton wrote a guest essay for The New York Times: “I’ve Debated Trump and Biden. Here’s What I’m Watching For.”

About Trump, Clinton wrote, “It is a waste of time to try to refute Mr. Trump’s arguments like in a normal debate. It’s nearly impossible to identify what his arguments even are. He starts with nonsense and then digresses into blather. This has gotten only worse in the years since we debated. I was not surprised that after a recent meeting, several chief executives said that Mr. Trump, as one journalist described it, ‘could not keep a straight thought’ and was ‘all over the map.’ Yet expectations for him are so low that if he doesn’t literally light himself on fire on Thursday evening, some will say he was downright presidential.”

Despite this, Clinton goes into detail about what she expects Thursday night, and which tactics she would use if she was there. It’s a really good primer for the debate, so check it out.

An important letter

The Wall Street Journal published a letter from editor-in-chief Emma Tucker on Tuesday. The subject was Journal reporter Evan Gershkovich, who is about to go to trial in Russia after being accused of espionage. The paper and the U.S. government vehemently deny that Gershkovich is a spy. The U.S. considers him “wrongfully detained.”

Tucker wrote, in part, “When his case comes before a judge this week, it will not be a trial as we understand it, with a presumption of innocence and a search for the truth. Rather, it will be held in secret. No evidence has been unveiled. And we already know the conclusion: This bogus accusation of espionage will inevitably lead to a bogus conviction for an innocent man who would then face up to 20 years in prison for simply doing his job. And an excellent job he was doing, at that.”

Gershkovich has been detained in Russia since March 2023. Russian President Vladimir Putin has hinted that, eventually, there could be a prisoner swap that would allow Gershkovich to return to the U.S. But that hasn’t happened as what is expected to be a sham trial gets underway.

Tucker wrote, “Even covering the case presents challenges to us and other news organizations over how to report responsibly on the proceedings and the allegations. We pride ourselves on our impartial and accurate reporting that doesn’t take sides and avoids bias. Nor would we repeat baseless allegations that we know categorically to be untrue lest we amplify the slander against Evan. We will state the facts clearly as we know them, as we did in our headline and story earlier this month when news of his indictment was announced: WSJ Reporter Evan Gershkovich, Falsely Accused of Espionage, Is Indicted in Russia . As we pledged earlier this year, we will continue to tell Evan’s story until he can tell his own.”

Doing the right thing

The Associated Press announced Tuesday that it is setting up a sister organization to fundraise for and support state and local journalism.

In a statement , the AP said the new organization will have a separate board of directors and the 501(c)3 charitable organization “will help AP sustain, augment and grow journalism and services for the industry, as well as help fund other entities that share a commitment to state and local news.”

AP president and CEO Daisy Veerasingham said in the statement, “The crisis in local news is only exacerbating. It’s AP’s role as the cooperative at the heart of the news ecosystem to both reinforce our own state and local reporting as well as support other organizations who share our commitment to local journalism. State and local news is essential, both to the democratic process and to combatting misinformation. Simply put, it’s a public good.”

Veerasingham told the AP’s David Bauder , “We feel we have to lean in at this point, not pull back. But the supporting mechanism — the local newspaper market that used to support this — can’t afford to do that anymore.”

The new group will be called The AP Fund for Journalism. The initial fundraising goal is around $100 million.

Veerasingham told Axios’ Sara Fischer , “I haven’t put a timeline around that yet, but that’s our initial goal.”

Fischer wrote, “The new funds will be used to support AP’s local journalism efforts, as well as the work of other organizations or services that support local newsrooms, per Veerasingham. The allocation of those funds will be up to the organization’s independent directors. Within the AP, the funds could be used to help build services that can localize big datasets for local newsrooms, Veerasingham said. The funding could also help the AP build training and services around artificial intelligence for local newsrooms. (AP inked a two-year licensing and tech-sharing deal with ChatGPT parent OpenAI last year.) AP will retain complete editorial control of all journalism it will produce with philanthropic funding from the new organization.”

AP executive editor Julie Pace tweeted , “So excited about this new initiative @AP, as we look to deepen our longstanding commitment to state and local news in the United States.”

Setting another record

Angel Reese, of the WNBA’s Chicago Sky, reacts to a foul in a game on Sunday against the Indiana Fever. (AP Photo/Doug McSchooler)

Last Sunday’s WNBA game between former college rivals Caitlin Clark and Angel Reese set another record. On Sunday, Reese’s Chicago Sky defeated Clark’s Indiana Fever in a game watched by an average of 2.302 million viewers on ESPN, making it the most-watched WNBA game in 23 years.

Earlier this month, on June 16, a matchup between Clark and Reese averaged 2.25 million viewers on CBS — which, at the time, was the most-watched WNBA game in 23 years.

This is a continuation of the rivalry — and avid following — the two had in college when Clark played at Iowa and Reese played at LSU. Two of their college games are among the most-watched women’s basketball games of all time. They met in the NCAA Tournament during the Elite Eight round this past spring with 12.3 million watching on ESPN. Their meeting in the 2023 national championship averaged 9.9 million.

Meanwhile, Washington Post sports columnist Sally Jenkins with her usual outstanding effort in “Pick a side in the Caitlin Clark-Angel Reese rivalry, but don’t look away.”

Jenkins writes, “They’re getting better nightly — and it’s the rest of the league that is figuring out how to grow to meet their vast, expanding aspirations. The pity is that they won’t play each other again until August. By then, a potential playoff spot may well be on the line. In the meantime, they may just succeed at their mutual enterprise and lock a once-fickle WNBA audience into a forever embrace.”

Media tidbits

Good stuff from my Poynter colleague Amaris Castillo: “L.A. Taco was forced to furlough its staff. Reader support brought them back within 24 hours.”
Variety’s Todd Spangler with “MTV News Website Goes Dark, Archives Pulled Offline.”
For Vanity Fair, Jon Allsop with “The Moral Panic Around the ‘British Invasion’ of US Newsrooms.”
Awful Announcing’s Sean Keeley writes about the polarizing American soccer analyst: “What’s the deal with Alexi Lalas?”
JJ Redick went from NBA player to ESPN analyst and podcaster to head coach of the iconic Los Angeles Lakers despite no coaching experience. His introductory press conference was, well, kind of off-putting for a moment. Front Office Sports’ Michael McCarthy would a good take in “JJ Redick’s Hypocritical Potshots at the ‘Engagement Farming Industry.’”
The Atlantic’s Caitlin Dickerson with “‘I Am Pleasing to Everyone.’ I can’t stop watching the Dallas Cowboys Cheerleaders.”
Summer road trip idea: The New York Times with “22 of the Best Pizza Places in the United States.”

More resources for journalists

Applications close soon for Leadership Academy for Diversity in Media .
GlobalFact 11 — June 26-28. Get your virtual ticket to the world’s largest and most impactful annual summit for professional fact-checking.
Manage big responsibilities without direct reports? Try Lead With Influence .

Have feedback or a tip? Email Poynter senior media writer Tom Jones at [email protected] .

The Poynter Report is our daily media newsletter. To have it delivered to your inbox Monday-Friday, sign up here .

Populism is a major threat to democracy, political scientist Steven Levitsky warns

An independent press is critical to sustaining democracy, says the Harvard professor

Fact-checkers from Turkey, India and Georgia win GlobalFact 11 awards

Turkish outlet Teyit won the Highest Impact award for its work investigating Palestinian land sales to Israelis

‘Frenemies’: The complicated relationship between fact-checkers and tech giants like Meta and TikTok

Many fact-checking outlets are financially dependent on the very platforms that they criticize

Opinion | Media reaction to the newsworthy first presidential debate

Joe Biden had a bad night. That was the story from Thursday’s debate — not anything Trump said, whether it was true or not.

Two years after an open letter to YouTube, fact-checkers remain dissatisfied with the platform’s inaction

YouTube has been dogged by the same problems fact-checkers raised years ago

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Judge will consider $6 billion legal fees for lawyers who voided Elon Musk's big pay package

Lawyers who argued against Elon Musk's multibillion-dollar pay package asked for $6 billion in fees.
Tesla shareholders voted to re-approve Elon Musk's massive multibillion-dollar pay package.
A Delaware judge said she'll consider the attorney fees regardless of the shareholder vote.

A Delaware judge still wants to consider a $6-billion request in legal fees from lawyers who shot down Elon Musk's multibillion-dollar pay package at Tesla regardless of the recent shareholder vote, court documents show.

In January, Chancellor Kathleen McCormick of the Delaware Chancery Cour t ruled against Elon Musk's pay package that would've awarded the Tesla CEO more than $55 billion in stock at the time.

"The process leading to the approval of Musk's compensation plan was deeply flawed," McCormick wrote in her ruling, pointing to a conflict of interest at Tesla's board, which decides the pay plan and includes Musk's brother as a member.

With the outcome, lawyers representing Richard Tornetta , the Tesla shareholder who objected to the compensation plan, argued that they provided a valuable service in getting Musk's package rescinded. That value? About $6 billion worth of Tesla shares .

Musk, at the time, called the request "criminal."

But Musk received some good news in June after shareholders voted to re-approve the CEO's pay package and maintain the current board structure with Kimbal and James Murdoch.

The vote doesn't immediately reinstate his pay plan, but it gives an additional boost to Tesla's attorneys' arguments.

Accordingly, Tesla's defense team filed a motion on June 20 that argued the shareholder's ratification vote vindicates Musk's stock options award.

"Defendants contend that the consequences of the Ratification alter the course of this litigation and any relief that is potentially available (and relatedly, any attorneys' fees that may be awarded to Plaintiff's Counsel)," Tesla's attorneys wrote.

Chancellor McCormick will have to decide on the fate of the package and whether the plaintiff's attorneys do deserve about $6 billion in legal fees.

In response to Tesla's defense team's motion, McCormick wrote in a filing that she wants to hold a hearing on the legal fees without considering the shareholder vote since a separate meeting will be held to consider the impact of that vote.

"Given that we will hold a separate oral argument devoted solely to the questions raised by the stockholder vote, for the purposes of the July 8 hearing, the parties are instructed to argue the points at issue without regard to the stockholder vote," McCormick wrote. "All arguments concerning the stockholder vote will be deemed preserved."

James Park, a securities regulation expert at the University of California, Los Angeles, told Business Insider that the impact of the shareholder vote is crucial to consider the overall value of the litigation that struck down the pay in the first place.

"My only thought is that the defendant is correct that it would be difficult to evaluate the benefit of the litigation, which is necessary to evaluate the fee request, without considering the impact of the shareholder ratification vote," he wrote in an email.

Park said that McCormick's response likely indicates that she's "preserving her options."

Attorneys for Tesla and Tornetta, the plaintiff, did not respond to a request for comment.

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'This is really positive.' Big East Conference announces new 6-year media rights agreement

The Big East Conference announced a new six-year media rights agreement on Thursday that will ensure the league remains one of the most televised conferences in college athletics.

Fox Sports, the Big East's television partner for the last 11 years, will continue to be the lead network provider for the conference while NBC Sports and TNT Sports will provide additional comprehensive Big East basketball coverage for the first time, according to a press release.

“Everyone at FOX Sports is thrilled to continue our long-standing relationship with the BIG EAST, one of the nation’s top basketball conferences and a pillar of our college hoops lineup,” Fox Sports CEO & Executive Producer Eric Shanks said in a statement. “It’s a privilege to showcase these spectacular student-athletes and institutions alongside our new partners, NBC Sports and TNT Sports, while also fortifying our role as a leader in college sports.”

The new agreement will begin during the 2025-26 season and run through 2030-2031. It includes coverage on Fox Sports (Fox, FS1, FS2), NBC Sports (NBC, Peacock) and TNT Sports (TNT, TBS, truTV and Max). The Big East's current deal with Fox Sports will expire after the 2024-25 academic year.

"This is really positive for the Big East and Xavier basketball, insuring we maintain the best TV platform in college basketball," Xavier Director of Athletics and Vice President for Institutional Strategy Greg Christopher told The Enquirer. "It also shows relationships matter. We have a strong partnership with Fox and our on-court performance speaks for itself."

There is a new direct-to-consumer streaming element in the new deal in addition to major national and cable broadcasts of Big East men's and women's basketball games and Olympic contests. Fox Sports will feature at least 80 Big East men's and women's basketball games beginning in 2025-26.

Details of the Deal 🤝 pic.twitter.com/MzbOtrW6n3 — BIG EAST Conference (@BIGEAST) June 27, 2024

Though the deal won't begin until after this academic year, Peacock will launch its coverage of Big East basketball this upcoming season with a package of 25 regular season games and five early round and quarterfinal conference tournament games, according to a release. When the new deal starts during the 2025-26 season, Peacock and NBC Sports will carry more than 60 men's and women's regular season games along with Big East Tournament contests.

“BIG East Basketball is among the most prestigious in all of college sports, and we’re proud to be able to feature the men’s and women’s teams across our NBCUniversal platforms,” NBC Sports President Rick Cordella said in a statement. “The BIG EAST has a storied basketball history, and we look forward to showcasing these games as the conference creates more memorable moments.”

More: Xavier's revenge tour: Why the Musketeers are a top-25 team in 2024-25

TNT Sports will feature more than 65 regular season Big East games airing on TNT, TBS, truTV and Max when the deal begins.

More than 150 regular season men's basketball games will be distributed on the networks' various platforms, including all league contests and conference tournament games. The league's women's basketball coverage will be enhanced significantly under the new deal with the network slated to at least triple the commitment under the current agreement.

SI SWIMSUIT
SI SPORTSBOOK

Baylor Big Man Lands Workout With Sixers Before 2024 NBA Draft

Justin grasso | jun 20, 2024.

Mar 15, 2024; Kansas City, MO, USA; Baylor Bears center Yves Missi (21) drives to the basket during the second half at T-Mobile Center. Mandatory Credit: William Purnell-USA TODAY Sports

Philadelphia 76ers
Baylor Bears

It’s been an eventful week for the Philadelphia 76ers , who reportedly held multiple workouts roughly one week before the 2024 NBA Draft.

While the Sixers’ pre-draft workout list hasn’t been entirely revealed, Keith Pompey of The Philadelphia Inquirer reports that Baylor big man Yves Missi underwent a workout for the team at the practice facility in Camden, New Jersey, on Tuesday.

The Belgium-born center, who grew up in Cameroon, played his high school hoops in Maryland and California. After finishing a stint at Prolific Prep in California, Missi took the NCAA route, joining Baylor for the 2023-2024 season.

After one collegiate season, Missi will take his talents to the NBA, becoming a pro at 20 years old.

During his lone season at Baylor, Missi started in all but two games. He averaged 23 minutes on the floor. In that time, the big man produced 11 points, six rebounds, and two blocks per game. From the field, he averaged 61 percent, and drained 62 percent of his free throws.

During the early stages of the pre-draft process, the Sixers were linked to Missi as potential suitors in a mock draft. The Ringer’s Kevin O’Connor suggested the 76ers could select the 20-year-old center with the 16th overall pick back in March.

“The Sixers need a better backup big behind Joel Embiid,” O’Connor wrote. “With his elite athleticism, Missi would provide a change of pace, making him an intriguing fit with Tyrese Maxey. And frankly, Missi could even play next to Embiid, serving as a downhill lob threat while Embiid spaces the floor or operates from the elbows.”

After seeing the 2023 NBA Draft come and go without making a selection, the Sixers are equipped with two picks this year, with their top selection coming right outside of the lottery. The biggest question heading into the draft hasn’t been who will the Sixers select — it’s more about whether they will keep the pick or trade it.

Either way, Philly is doing its due diligence, and Missi could become another developmental center for the organization. Since Daryl Morey took over the front office in 2020, the Sixers have frequently used their limited draft assets on acquiring centers. Missi seems to be gaining consideration as another potential addition if the Sixers take a chance on him.

JUSTIN GRASSO

Title: Credentialed writer/reporter covering the Philadelphia 76ers for Sports Illustrated’s FanNation Email: [email protected] Location: Philadelphia, PA Expertise: Reporting, insight, and analysis on the Sixers and the NBA Justin Grasso is a credentialed writer and publisher covering the Philadelphia 76ers for Sports Illustrated’s FanNation. Grasso got his start in sports media in 2016 with FantasyPros, working the news desk, providing game-by-game player analysis and updates on the Portland Trail Blazers and the Golden State Warriors. By 2017, he joined FanSided’s Philadelphia Eagles site as a staff writer. After spending one season covering the Eagles as a staff writer, Grasso was promoted to become the site’s Co-Editor. For the next two NFL seasons, he covered the Eagles closely before broadening his NFL coverage. For a brief stint, Grasso covered the NFL on a national basis after joining Heavy.com as an NFL news desk writer. In 2019, Grasso joined the 76ers' beat on a part-time basis, stepping into a role with South Jersey’s 97.3 ESPN. Ahead of the 2019-2020 NBA season, he concluded a three-year stint covering the Eagles and joined the Sixers beat full-time. Grasso has covered the 76ers exclusively since then for Sports Illustrated. He is a member of the Pro Basketball Writer’s Association. Twitter: @JGrasso_ Instagram: @JGrassoNBA

Follow @JGrasso_

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The Big6 Skills™. Click on a step to find out how to do it: Step 1 - Task Definition. 1.1 Define the problem. 1.2 Identify the information requirements of the problem. Step 4 - Use of Information. 4.1 Engage (read, hear, view, touch) the information in the source. 4.3 Extract information from a source.
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Research Project Organizer (7-12) Flat Stanley Super3 Worksheet (Super3-Plan, Do, Review) Writing_Process_Organizer (Grades 3-6) Big6 Speech Packet. Alex-Big6 Report Writing Resources. Fiction Book Report Writer. Non-Fiction Book Report Writer. Biography Book Report Writer. Science Lab Report Writer. Checklists. Super3 Writing Checklist (PK-2)
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'This is really positive.' Big East announces new 6-year TV deal
The Big East Conference announced a new six-year media rights agreement on Thursday that will ensure the league remains one of the most televised conferences in college athletics. Fox Sports, the ...
The Big 6.org Blog
Dave Lankes and Mike Eisenberg talk about issues, challenges, and opportunities facing librarians and libraries (and society at large) in this second decade of the 21st Century. A "new normal" is emerging. 2020 was brutal and 2021 is also starting out with serious challenges on many fronts. But there are also life-altering, sea changing ...
Baylor Big Man Lands Workout With Sixers Before 2024 NBA Draft
In that time, the big man produced 11 points, six rebounds, and two blocks per game. From the field, he averaged 61 percent, and drained 62 percent of his free throws.