Brain Friendly School Libraries by Judith Anne Sykes

By Judith Anne Sykes

This identify offers concrete useful examples of ways to align tuition library courses and educational perform with the six key ideas of brain-compatible studying: expanding enter to the mind; expanding experiential information; a number of resource suggestions; decreasing hazard; related to scholars in studying selection making; and interdisciplinary unit planning.This identify, mind pleasant college Libraries, offers concrete functional examples of the way to align university library courses and tutorial perform with the six key techniques of brain-compatible studying: expanding enter to the mind; expanding experiential information; a number of resource suggestions; lowering risk; related to scholars in studying determination making; and interdisciplinary unit making plans. It contains chapters that summarize the present mind study and present brooding about its implication for educational perform within the tuition library media middle in addition to discusses the paintings of Ellen Langer (mindful learning), Geoffrey and Renette Caine, Bob Sylwester and different significant proponents of educating with the mind in brain.

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Schools are more than a few steps behind the technologies that define our culture. Instead of having student brains exploring concepts, creating metaphors, estimating, predicting, cooperating on group tasks, or discussing moral or ethical issues, processes reflective of the standards of information literacy, schools are still doing what brains do not enjoy, such as using textbooks that compress content, writing and rewriting reports, 19 20 What Neuroscience Tells Us completing repetitive worksheets, and memorizing facts that can be considered irrelevant.

As Sylwester (1995) says: "Doing worksheets in school prepares a student emotionally to do worksheets in life," giving them little "cognitive challenge" (77). This can be especially challenging for teacherlibrarians in collaborative planning with teachers who take a narrow pedagogical point of view. Sylwester suggests that schools should concentrate more on developing student's ability to quickly locate, estimate, organize, and interpret information, using the superior speed and accuracy of available information technologies whenever a complex problem requires an accurate solution.

A critical point, Wolfe relates, is that learning is ultimately more beneficial when students themselves create the project. For example, they could make a music video based on a novel they have been reading that the teacher-librarian and the English teacher worked together to facilitate. Projects include a variety of brain friendly components in steps along the way, such as organization of the project where graphic organizers (mind maps) set out to organize information. Graphic organizers resemble the structure used by the brain to organize information.

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Brain Friendly School Libraries by Judith Anne Sykes
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