1. BRAIN FUNCTIONS AND THE IMPLICATIONS FOR INFORMATION LITERACY Presented by Lisa Dewane

2. PRESENTATION OVERVIEW Problem Solving Activity Problem Solving Activity Introduction to Brain Functions & Cognitive Science Introduction to Brain Functions & Cognitive Science Description of Specific Brain Functions Description of Specific Brain Functions Implications for Information Literacy Implications for Information Literacy Discussion of Handout Discussion of Handout

3. PROBLEM SOLVING ACTIVITY Various emotions felt throughout the process (fear, frustration, excitement, anxiety, etc.) Various emotions felt throughout the process (fear, frustration, excitement, anxiety, etc.) Many ways to find a solution. Many ways to find a solution. Rely on Strengths or Preferences (draw a picture, talk it out, work together with a partner, work alone, make a diagram or chart, etc.) Rely on Strengths or Preferences (draw a picture, talk it out, work together with a partner, work alone, make a diagram or chart, etc.) When one technique fails, try another. When one technique fails, try another.

4. COGNITIVE SCIENCE Interdisciplinary field created from Neuroscience and Cognitive Psychology. Interdisciplinary field created from Neuroscience and Cognitive Psychology. Combines the physiology with the psychology of the brain. Combines the physiology with the psychology of the brain. 5 Core Beliefs: 5 Core Beliefs: I.Unity II.Nativism III.Control IV.Connectivity V.Interconnectivity

5. BRAIN FUNCTIONS Knowledge of central brain functions is necessary to understanding how the brain processes information. Knowledge of central brain functions is necessary to understanding how the brain processes information. First Process: Reticular Activating System (RAS) Brain Stem Midbrain The RAS acts like light switch between the limbic system and the cerebral cortex. RAS Second Process: Synapses * www.rose.edu/faculty/ gjackson/nev-sys.htmwww.rose.edu/faculty/ gjackson/nev-sys.htm

6. LEFT BRAIN VERSUS RIGHT BRAIN: THE BATTLE CONTINUES

7. BRAIN LATERALIZATION * cenocracy.topcities.com/ cro7b.htmlcenocracy.topcities.com/ cro7b.html

8. *www.simbromcampisi.com/ creativity.html

9. The Cortical Arousal Theory Supported by the work of Martindale. Supported by the work of Martindale. Shows creative people exhibit a marked decrease in cortical arousal while solving problems creatively. Shows creative people exhibit a marked decrease in cortical arousal while solving problems creatively. TWO SCHOOLS OF THOUGHT ABOUT CREATIVITY Weinberg’s Theory Claims creativity is a part of normal problem solving. Claims creativity is a part of normal problem solving. Proposed that creativity is intelligence combined with a large amount of domain specific knowledge that enables a person to have creative thoughts. Proposed that creativity is intelligence combined with a large amount of domain specific knowledge that enables a person to have creative thoughts.

10. GENDER DIFFERENCES Male Versus Female Used only left side of brain to sound out words and for listening. Used only left side of brain to sound out words and for listening. Fewer fibers connect the hemispheres of the brain. Fewer fibers connect the hemispheres of the brain. Average weight of the brain = 49.5 oz. Average weight of the brain = 49.5 oz. Contains more white matter Contains more white matter Have better long-distance vision and spatial skills. Have better long-distance vision and spatial skills. Better at systemizing. Better at systemizing. Have less control over impulses. Have less control over impulses. Used both sides of brain to sound out words and for listening. Used both sides of brain to sound out words and for listening. Contain many folds of cortical tissue at the top of the frontal and parietal lobes. Contain many folds of cortical tissue at the top of the frontal and parietal lobes. Average weight of the brain = 44 oz. Average weight of the brain = 44 oz. Contains more gray matter. Contains more gray matter. Have better hearing and communication skills. Have better hearing and communication skills. Better at empathizing. Better at empathizing. Better impulse control. Better impulse control.

11. CURRENT MEMORY MODEL ACQUISITION IS THE INFORMATION CRUCIAL? YES SHORT TERM MEMORY TRANSFER OR REPLACE? LONG TERM MEMORY

12. TWO PRIMARY MODES OF MEMORY DeclarativeProcedural Relating to facts Relating to facts Shorter term memory of facts and events or of discrete information. Shorter term memory of facts and events or of discrete information. Can easily be verbalized. Can easily be verbalized. Difficult to retain without frequent recall. Difficult to retain without frequent recall. Example: Topeka is the capital of Kansas. Example: Topeka is the capital of Kansas. Motor Skills Motor Skills Reflexes Reflexes Long term memory of skills as opposed to things. Long term memory of skills as opposed to things. Durable Durable Can be remembered without frequent recall. Can be remembered without frequent recall. Examples: Riding a bike or addition facts. Examples: Riding a bike or addition facts.

13. DECLARATIVE MEMORY Semantic Memory Recall of tangible items. Recall of tangible items. Examples: books, movie, and symbols. Examples: books, movie, and symbols. Includes knowledge that is independent of personal experience. Includes knowledge that is independent of personal experience. Example: grammar rules. Example: grammar rules. Episodic Memory Recall of events, circumstances, and locations. Recall of events, circumstances, and locations. Formed by the personal memory of events, including some sense of time and place. Formed by the personal memory of events, including some sense of time and place. For both types of memory, recall is central to the durability of these memories.

14. “The secret of good memory is attention, and attention to a subject depends upon our interest in it. We rarely forget that which has made a deep impression on our minds”. *www.ninger.com/jfs/drink.gif

15. THINKING AND LEARNING PREFERENCES Based upon: Based upon: Physiological predispositionPhysiological predisposition Life experiencesLife experiences MotivationMotivation Or a combination of all three factors? Or a combination of all three factors?

16. KOLB’S THEORY OF EXPERIENTIAL LEARNING Each way of learning is present to some extent in every individual. *www.cyg.net/~jblackmo/diglib/styl-d.html

17. PASK’S THEORY ABOUT PROBLEM SOLVING Two Ways to Solve a Problem Holistically View the big picture and how it relates to the problem. Serially Prefer to follow set procedures focused on the details.

18. HOWARD GARDNER’S MULTIPLE INTELLIGENCES THEORY Howard Gardner’s Theory of Multiple Intelligences Music Smart Math Smart Word Smart Body Smart Reflective Smart Picture Smart Nature Smart Self Smart People Smart *www.uark.edu/ALADDIN/opwc/SteveHolst/fishHolst.jpg www.uark.edu/ALADDIN/opwc/SteveHolst/fishHolst.jpg & www.wpsweb.com/ mi/micomponents.htm www.wpsweb.com/ mi/micomponents.htmwww.wpsweb.com/ mi/micomponents.htm

19. IMPLICATIONS FOR INFORMATION LITERACY Uniqueness of each individual Uniqueness of each individual Stereotyping Stereotyping Neutral Questioning Neutral Questioning A Positive Attitude A Positive Attitude Encourage Creativity Encourage Creativity Gender Differences Gender Differences Age Age Awareness of Learning Preferences Awareness of Learning Preferences Memory Memory

20. CONCLUSIONS Diagnosis of needs and customization of services is more difficult than it first appears. Diagnosis of needs and customization of services is more difficult than it first appears. Use patron’s strengths to improve weaknesses. Use patron’s strengths to improve weaknesses. Involve patrons in the research process. Involve patrons in the research process. The key to customization of services involves the personal connection felt by patrons when using the library. The key to customization of services involves the personal connection felt by patrons when using the library. Positive experiences build confidence in patrons and motivate them to return when another information need arises. Positive experiences build confidence in patrons and motivate them to return when another information need arises. Additionally, positive results help patrons to understand the importance of and need for libraries in every community. Additionally, positive results help patrons to understand the importance of and need for libraries in every community. Various factors impact the way an information seeker acquires and uses information. Various factors impact the way an information seeker acquires and uses information. An awareness of these factors creates a lasting impact on information seekers. An awareness of these factors creates a lasting impact on information seekers.

21. REFERENCES Please see the separate reference page given to you with the handout. Please see the separate reference page given to you with the handout.