Document View

An overview of science research for the library about variations in the brain is presented.

Enlarge 200% Enlarge 400%

As the United States student population is becoming more diverse, library media specialists need to find ways to address these distinctive needs. However, some of these differences transcend culture, touching on variations in the brain itself.

Overview of Science Research

The brain is an incredibly complex organ with differentiated parts. One of the major theories about brain processing, hemisphericity, maintains that each of the brain's two hemispheres possesses unique features and specialize in different functions. Even the manner in which nerve cells respond to stimuli differs between the two sides of the hippocampus, a deep region of the brain associated with learning and memory creation (Nowak 2003). Such research has been based primarily on investigations of split brains, where the connections between the two sides have been severed. Recent studies have used advanced technologies that enable researchers to gather a more nuanced picture of the interdependent nature of these two halves. A table is an easy way to visualize the differences (see Figure 1).

Most people have a dominant side of the brain, which can affect their personality and learning style. Generally, left-brain dominant people tend to favor analytical problem-solvers, and right-brain people relate more to the visual world. A 2002 study (Sloan, Daane, and Giesen) found that right-brain dominant students were found to have more math anxiety than left-brain dominant students It should be noted, however, that female neurons are more likely to cross hemispheres than males'. Moreover, the body's attention system is common to both hemispheres, and some mental operations that start in one hemisphere link to specialized sections of the opposite hemisphere. Indeed, the harder that one hemisphere works, the more difficult it is for the other half of the brain to carry out a separate task at the same time (Gazzaniga 2002).

Enlarge 200% Enlarge 400%

Still, while the whole brain usually is involved in learning, students and teachers may prefer one style of instruction over another. In general, U. S. education has tended to favor the left-brained student, working independently in a logical, sequential manner. Nevertheless, the creative nature that is associated more with the right brain is important, and needs to be valued. For example, children created more complex narratives-and produced more-when they could access the visual and animation features of their writing software (Vincent 2001).

Implications For Library Media Specialists

To take advantage of these brain characteristics when working with students, library media specialists first need to understand how the brain works. A good overview containing descriptive information and related activities is at The Self-Awareness Research Project (http://sjc.ceu.edu/departments/english/jwilcox/Brain/ BrainDominance.html). It also helps if library media specialists can identify students' preferred learning styles and help students self-identify those preferences. Library media specialists would do well also to diagnose their own dominant brain hemisphere so they can determine whether they match a student's preferred style, or if they need to make a concerted effort to address a student's approach to learning from an angle not normally used by the library media specialists. An interactive program for such selfassessment is Personality Test - Brain.exe (download from: http://www.rcw.bc. ca/test/personality. html).

By knowing the dominant side of the brain, library media specialists and classroom teachers can design learning activities that build on the students' natural strengths and also improve their less-favored brain hemisphere. Indeed, playing just to a person's preferred side can reduce one's mental capacities because it gives fewer opportunities to learn different skills. Another way to approach this issue is to use strategies that "hook" students through their dominant side, and then introduce other strategies that address the opposite side. Of course, most every classroom is filled with students having different brain characteristics, so the wisest choice is to plan instruction that uses both sides of the brain.

Specific Applications

An easy way to address left-right brain processing in terms of learning is to take each of the hemispheric properties and see how it impacts behavior.

Piecemeal vs. Holistic. Left brainers take an idea at a time. Those students are the ones who can start writing a first sentence and keep going. Inductive logic works well with them, starting with the specifics and then generalizing. In contrast, right brainers need to see the whole picture first. For instance, when a topic is very complex, these students can feel overwhelmed because they have a hard time mentally visualizing the entire picture and so may have difficulty getting started on a research project. They tend to be more deductive thinkers. For these right-brainers, it helps to show them how to skim a book or text by looking at the introduction and headings so they can understand the framework first.

Sequential vs. Random. Think of a cookbook receipe for left-brained students: step 1, step 2, and so forth. They probably love traditional picture books, and wouldn't peek at the ending of a good mystery book. They're usually good spellers too. Right-brained students were made for the digital age, linking merrily through hypertext, searching CD-ROMs from topic to topic. The problem with sequential learners is that they may think that they cannot revisit a prior step, such as refocusing a research question. Random learners need to learn how to keep track of their process, whatever direction it goes, so they can synthesize and organize their thoughts by the end. They really appreciate computer spell-checkers too.

Logical vs. Intuitive. Left brainers can build a sound argument; right brainers can do an idea "end run." Both approaches are useful when doing a research project because a logical approach can systematize the search strategy and the intuitive brain can find that serendipitous resource. Logic comes in handy when organizing all the findings, and intuition can make creative insights.

Critical vs. Creative. The research process also requires both the critical and creative brain. Critically evaluating information insures that the right ideas are found; creativity helps contribute new ideas.

Reality-Based vs. Fantasy-Oriented. Left brainers adapt to their environment: "Just tell me the rules." They will even make up rules so they will have order. Right brainers find possibilities all around them! Therefore, right brainers need reality checks; left brainers just need to know the concrete consequences if they don't do their work.

Interpretive/Meaning-seeking vs. Literal/Truthful. These characteristics may seem counterintuitive. The left brain, with its symbolic logic, tries to find order and pattern, even if no order actually exists! The left brain will "lie" just to ensure that something can make sense. On the other hand, the right brain expresses just what it perceives. That is why an immediate, first response can be the more honest one; it isn't being filtered by the left, rationalizing brain. Trust those right brainers to observe objectively, and get those left brainers to brainstorm literally what those observations imply.

Time-Sensitive vs. Spatial. Interestingly, the right ear (which is linked to the left brain) processes information more quickly than the left ear. Left brainers also are more concerned with sequence in time. Right brainers focus more on visual and spatial features of information. Thus, right brainers will probably surpass left brainers in using maps; however, left-brain drivers in the midst of traffic may be at an advantage if they know relevant landmarks. When having students organize their ideas, realize that outlines will appeal to left brainers and concept maps will attract right brainers.

Calculations vs. Visual-motor Tasks. Left brainers excel in mathematical calculations; they can handle abstract symbols well. Right brainers need to visualize and experience those mathematical ideas. Spreadsheets should work well for both types since its structure will appeal to left brainers, and the predictive nature of formulas may intrigue right brainers.

Spoken Language vs. Nonverbal Language. Lectures/talking still represent the main way of conveying information in most of today's schools. That's great for left brainers. Right brainers need demonstrations and active participation. Make sure that instruction and learning occur simultaneously.

Word-Number Recognition vs. Face-Place Recognition. Left brainers work well with abstracts, while right brainers tend to focus on visual elements. As mentioned before, students should be encouraged to draw diagrams to solve abstract problems. If students are researching countries, they can look up statistical information and visual images that connotate the culture.

Outside Stimuli vs. Internal Processing. Left brainers draw energy from confronting the realities of the here and now; right brainers notice how they feel. It is important that emotion be valued in library media activities. Booktalking exemplifies the commingling of these attributes as students react to the stories intellectually and emotionally.

Practical vs. Impetuous. "Why?" contrasts with "Why not?" It makes sense to develop library learning activities that have meaning for students that are practical. Still, activities should be open-ended enough to take advantage of golden learning moments and spontaneous expression.

Focused Tasks vs. Broader Perspective. Both short-term and long-term activities are important. Students need to know how a library media center event makes sense in the "now" and how it fits into the larger scheme of things.

The Whole Brain

While hemisphericity factors into information processing, the brain is ultimately interdependent. Thus, it makes sense for library media specialists to engage students both intellectually and emotionally, both abstractly and concretely, both verbally and visually Collaborative projects provide an efficient and effective way to involve both left and right brainers. As they work together, they can display their strengths and teach each other to expand their learning strategies. Particularly since information literacy incorporates a variety of formats and strategies, taking advantage of left and right brain functions enriches the process and the product.