Thinking styles and their role in teaching Library & Information Science

1. Thinking styles and their role in teaching Library & Information Science Prof. Ann-Louise de Boer adeboer@postino.up.ac.za Prof. Theo Bothma tbothma@postino.up.ac.za

2. Think holistically. Be innovative. Work in teams. Synthesize information. Integrate environmental and societal values. Communicate effectively. Solve problems in creative ways. POTENTIAL EMPLOYEES

3. HBDI TEACHING Lessons learnt from research Understanding the value of whole brain teaching for whole brain learners Changing traditional teaching & learning perspectives Introduce model for understanding thinking styles

4. Physiologically Based Metaphor Left Brain / Right Brain The Triune Brain D A C B THE HERRMANN FOUR QUADRANT BRAIN DOMINANCE MODEL CAN BE THOUGHT OF AS A BLENDING OF THE LEFT BRAIN / RIGHT BRAIN AND TRIUNE BRAIN CONCEPT INTO A PHYSIOLOGICALLY BASED METAPHOR OF HOW THE BRAIN WORKS. © Herrmann International Group™ 2000-2003

5. The two hemispheres control vastly different aspects of thought and action. Each half has its own specialization and thus its own limitations and advantages.

6. Physiology Architecture Metaphor Application A D D A C B C B The Brain The Organizing Principle The Whole Brain Model The HBDI © Herrmann International Group™ 2000-2003

7. WHOLE BRAIN MODEL Upper Mode Thinking Processes Upper Right Upper Left D A HOLISTIC INTUITIVE INTEGRATING SYNTHESIZING LOGICAL ANALYTICAL FACT-BASED QUANTITATIVE Left Mode Thinking Processes Right Mode Thinking Processes INTERPERSONAL FEELING-BASED KINESTHETIC EMOTIONAL ORGANIZED SEQUENTIAL PLANNED DETAILED B C Lower Left Lower Right Lower Mode Thinking Processes © Herrmann International Group™ 2000-2003

8. JOHN DOE D QuadrantArtisticHolisticImaginativeSynthesizerConceptualizer A QuadrantLogicalAnalyzerTechnicalMathematicalProblem Solver OrganizationalAdministrativeConservativeControlledPlannerB Quadrant InterpersonalEmotionalMusicalSpiritualTalkerC Quadrant © Herrmann International Group™ 2000-2003

9. HBDI • originally developed for adults in a corporate environment • successfully used with tertiary students.

10. ` Thinking Style Learning Style Dominant cognitive Motivation Competence STRONG WEAK HIGH LOW

11. Other Approaches HBDI Physiological MBI Psychological The Individual Kolb’s Learning Style Inventory

12. WHOLE BRAIN TEACHING & LEARNING Intellectual A D Logical Rational Quantitative Theoretical Visual Conceptual Simultaneous Experimental UPPER OPEN MINDED FACT-BASED RIGHT LEFT Concrete Verbal Experiential Non-Verbal CONTROLLED FEELING-BASED Organized Sequential Procedural Methodical Emotional Expressive Interpersonal Kinesthetic LOWER B C Instinctual © Herrmann International Group™ 2000-2003

13. RESEARCH PROJECTS EDUCATORS ENROLLED FOR DTI “the composite of individual profiles represents a highly diverse, but well balanced, distribution across the four quadrants of the whole brain model”. Herrmann 1996:47

14. LESSONS LEARNT • Bridge the gap between the individual learner - educators thinking/learning/teaching style. • Learners expectations were accommodated. • Learners had the opportunity to activate areas of lesser preference or even avoidance. • Discovered ways to development their full potential as learners.

15. BA DEGREE CRIMINOLOGYLESSONS LEARNT • (N = 68). • Wide range of thinking preferences. • Equally distributed throughout the model. • Curriculum designers must not make unfound assumptions about learners.

16. B Eng Degree Civil Engineering • Traditional curriculum focused on analytical and technical competencies. • Stronger emphasis on improving the softer “non-technical" skills. • Trend to create a balance. • N = 50. • A tilt towards A-B quadrants but high scores in D and C quadrants present.

17. Lessons Learnt • Traditional approaches could fall short of desired results • when dealing with a composite of learners with thinking style preferences distributed across all 4 quadrants. • New approach showed significant increased in socialization and group acceptance of the value of diversity in group projects.

18. BChD - DEGREE IN DENTISTRY • Third year students enrolled for a degree in Dentistry (N = 50). • Results reveal composite whole brain. • Tooth morphology module presented to meet students expectations – indeed developed skills but also improveddrastically their final marks.

19. B IS DEGREE In LIBRARY & INFORMATION SCIENCE • Second year students enrolled in Library Science (N = 15). • Module in cataloguing and classification. • The educator’s thinking preferences. • Composite profile of students revealed a stronger preference for the B and the C quadrant.

20. LESSONS LEARNT • Students preferred modes of thinking were not in alignment of what is expected in the profession of cataloguing and classification. • A-quadrant thinking preferences least preferred modes. • They need to develop analytical, technical, and problem solving skills • Seek opportunity in the curriculum to assist the students to practice lacking skills.

21. “The whole brain concept, once understood, becomes irresistible” Herrmann 1996.

22. We Thank You