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

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Left Brain / Right Brain

Physiologically Based Metaphor

The Triune Brain

A B

D
C

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

Architecture

Metaphor

Application

A
B

D C

The Brain

The Organizing Principle

The Whole Brain Model

The HBDI

Herrmann International Group 2000-2003

WHOLE BRAIN MODEL

Upper Mode Thinking Processes

A
LOGICAL ANALYTICAL FACT-BASED QUANTITATIVE

D
Right Mode Thinking Processes HOLISTIC INTUITIVE INTEGRATING SYNTHESIZING

Left Mode Thinking Processes

ORGANIZED SEQUENTIAL PLANNED DETAILED

INTERPERSONAL FEELING-BASED KINESTHETIC EMOTIONAL

C
Lower Mode Thinking Processes
Herrmann International Group 2000-2003
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JOHN DOE
A Quadrant Logical Analyzer Technical Mathematical Problem Solver D Quadrant Artistic Holistic Imaginative Synthesizer Conceptualizer

Organizational Administrative Conservative Controlled Planner B Quadrant

Interpersonal Emotional Musical Spiritual Talker C Quadrant

Herrmann International Group 2000-2003
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HBDI originally developed for adults in a corporate environment -successfully used with tertiary students.

Thinking Style

Learning Style Dominant` cognitive

Motivation
WEAK LOW STRONG

Competence

HIGH

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Other Approaches

HBDI Physiological

MBI Psychological
The Individual

Kolbs Learning Style Inventory

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WHOLE BRAIN TEACHING & LEARNING

A
Logical Rational Quantitative Theoretical

Intellectual
UPPER

D
Visual Conceptual Simultaneous Experimental

Experiential

Concrete

Non-Verbal

Verbal

LEFT

RIGHT

Organized Sequential Procedural Methodical

LOWER

Emotional Expressive Interpersonal Kinesthetic

Instinctual

C
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Herrmann International Group 2000-2003

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

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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.
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BA DEGREE CRIMINOLOGY LESSONS LEARNT

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

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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.
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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.
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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 improved drastically their final marks.
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B IS DEGREE In LIBRARY & INFORMATION SCIENCE

Second year students enrolled in Library Science (N = 15). Module in cataloguing and classification. The educators thinking preferences. Composite profile of students revealed a stronger preference for the B and the C quadrant.
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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.
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whole brain concept, once understood, becomes irresistible

Herrmann 1996

The

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