ERIC Number: EJ1133653
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Applying Cognitive Load Theory Principles to Library Instructional Guidance
Pickens, Kathleen E.
Journal of Library & Information Services In Distance Learning, v11 n1-2 p50-58 2017
If the goal of library instructional guidance is to provide students with the knowledge needed to acquire new skills in order to accomplish their learning objectives, then it is prudent to consider factors that impact learning. Cognitive load theory addresses several of these factors and is applicable to a wide-range of instructional devices used by librarians, particularly during research guide design, multimedia development, and database administration. This article will provide academic librarians with an overview of cognitive load theory and strategies for minimizing distractions while maximizing the student's learning potential.
Descriptors: Library Instruction, Cognitive Processes, Difficulty Level, Guidance, Academic Libraries, Electronic Learning, Multimedia Instruction, Online Searching, Databases, Instructional Materials
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A