GOAL STATEMENT

To introduce how de Bono's lateral thinking paradigm can be incorporated into information literacy
instructional strategies to counter formulaic information behaviors.


LEARNING OBJECTIVES
Knowledge:
Identify characteristics of vertical, critical, and lateral thinking
Comprehension:
Differentiate between vertical and lateral thinking
Differentiate between critical and lateral thinking
Make connections between de Bono's philosophy of education and information literacy
Make connections between de Bono's thinking paradigms and prominent theories of information
behavior
Application:
Demonstrate examples of vertical, critical, and lateral thinking in the context of the information
search and use process
Relate de Bono's paradigm of lateral thinking to information literacy pedagogy
Apply de Bono's 6 Thinking Hats model to information literacy instructional strategies
Analysis:
Compare de Bono's 6 Thinking Hats model to existing information literacy instructional strategies
and explain its possible benefits of use
Synthesis:
Integrate de Bono's 6 Thinking Hats model into information literacy instruction lesson plans
Formulate strategies to alert learners to formulaic information behaviors
Evaluation:
Assess the value of incorporating de Bono's lateral thinking paradigm into information literacy
instructional strategies

Roda M. Ferraro
University of Kentucky LIS 690
Teaching Project
Spring 2014

CONTENT DESCRIPTION: ARCS EVENTS
Attention:
Form connections: Slides 2, 6, 7, 10, 11
Inquiry/participation opportunity: Slides 2, 8, 10, 14-19
Relevance:
Draw on experience: Slides 2, 6, 7, 8
Match with needs: Slides 5, 10, 11, 12-19
Future usefulness: Slide 6, 8, 11, 13-21
Confidence:
Provide objectives: Slide 3, 12
Learner control: Slides 14-19
Satisfaction:
Concept reinforcement: Slides 8, 10, 11, 20
Real setting applicability: Slides 8, 10, 12-20

PEDAGOGY STATEMENT
In his seminal 1970 book, Lateral Thinking, de Bono contended that knowledge does not exist in an
absolute state independent of a learner; rather, learning is contextual, relational, and continuous. Given
de Bono's emphasis on using existing knowledge to create new ideas, meanings, or insights, this teaching
unit is rooted in a constructivist approach. Through his lateral thinking paradigm, de Bono advocates
analyzing a given problem and restructuring existing cognitive patterns to generate new ideas and
problem-solving strategies. De Bono's emphasis on flexibility of thought and the deliberate provocation of
novel thinking strategies mirrors constructivism's focus on adaptive learning and integrating new
information with existing knowledge.
De Bono's positing the fluid aspects of lateral thinking against the formulaic responses of vertical thinking
evokes Dewey's concepts of cognitive plasticity versus habituation and constant movement versus static
response (Dewey 1916). Additionally, de Bono's contention that new ideas originate from reconstructing
existing mental patterns mirrors Vygotsky's zone of proximal development concept, in which new
knowledge creation is provisional to previous learning (Daniels 2001).
De Bono developed his 6 Thinking Hats method as a tool with which people can collectively address a
given problem utilizing six distinct cognitive and affective approaches to the task at hand. When applied
to the context of information literacy instruction, using one thinking hat at a time affords learners the
opportunity to focus thinking efforts, gain control of the information search and use process, and


minimize cognitive and affective overload. The 6 Thinking Hats method meshes well with constructivism's
instructional theories through its emphasis on collaborative, task-based learning. The method can be
incorporated into information literacy instructional design as a learner-centered group exercise facilitated
by the instructor to counter formulaic information behavior.

In Lateral Thinking, de Bono describes his approach to education in the following statement: "It's not just
about amassing information, but learning how to best use information" (de Bono 1970). This approach
reticulates well with information literacy conceptually. As such, it is not surprising that his thinking
paradigms and strategies are well suited to information literacy instructional design incorporation. Lateral
thinking prompts information literate behaviors in so far as it: 1) integrates new information across
existing mental patterns, 2) challenges habitual information behavior patterns, and 3) encourages
innovative information search and use strategies.


APPENDIX I: POWERPOINT
See attached PPT file: RFerraro Teaching Project PPT

APPENDIX II: HANDOUT
See attached PDF file: RFerraro Teaching Project Handout

SOURCES
Daniels, Harry. (2001). Vygotsky and pedagogy. New York: Routledge.
De Bono, Edward. (1970). Lateral thinking. New York: Harper & Row Publishers.
De Bono, Edward. (1985). Six thinking hats. New York: Little, Brown and Company.
De Bono, Edward. (2004). How to have a beautiful mind. London: Ebury Press.
De Bono, Edward. (2008). Creativity workout: 62 exercises to unlock your most creative ideas. Berkeley,
California: Ulysses Press.
De Bono, Edward. (2009). Think! Before it's too late. London: Vermilion Press.
Dewey, John. (1916). Democracy and Education. New York: The Free Press.