Brain Friendly School Libraries by Judith Anne Sykes

By Judith Anne Sykes

This identify provides concrete sensible examples of ways to align college library courses and educational perform with the six key innovations of brain-compatible studying: expanding enter to the mind; expanding experiential info; a number of resource suggestions; lowering danger; concerning scholars in studying selection making; and interdisciplinary unit planning.This identify, mind pleasant tuition Libraries, offers concrete functional examples of ways to align institution library courses and educational perform with the six key techniques of brain-compatible studying: expanding enter to the mind; expanding experiential information; a number of resource suggestions; lowering chance; regarding 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 tutorial perform within the university 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 training with the mind in brain.

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Students lack the ability to differentiate sense from nonsense in mass media. Sylwester's statements reflect the standards of information literacy. Sylwester (2003) discusses how the brain solves problems, and he also looks at intelligence, specifically Gardner's multiple intelligences theory (82-83). Sylwester sees Gardner's work (1983) as groundbreaking owing to its expanding view of intelligence. He divides Gardner's intelligences into three sections that define human activity: time and sequence, space and place, personal and social awareness.

During the school development planning process, the teacher-librarian has the opportunity to collaborate with the teachers, department heads, and administrators to weave goals related to developing a brain friendly school library through staff development, information literacy, and cultural literacy. The teacher-librarian can get an idea as to how the goals of developing a brain friendly school library can fit with the larger goals of the school. Perhaps the school is already focusing on brain research, or perhaps the teacher-librarian will be the catalyst to introduce it.

What is the philosophical underpinning of the school? • What is the community like? • How aware are the staff and leadership of brain and intelligence research? • What about the student population? Describe the age group and any other factors of importance—for example, students may enroll at the school for an "arts" or "advanced science" program. • Are there any other special programs offered in the school? • What is offered both curricular and extracurricular? • What is unique about the school?

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