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| Main Author: | |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2017
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=EJ1133653 |
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| _version_ | 1867180988928360448 |
|---|---|
| author | Pickens, Kathleen E. |
| author_facet | Pickens, Kathleen E. Pickens, Kathleen E. |
| collection | Education Resources Information Center |
| contents | Applying Cognitive Load Theory Principles to Library Instructional Guidance Pickens, Kathleen E. Library Instruction Cognitive Processes Difficulty Level Guidance Academic Libraries Electronic Learning Multimedia Instruction Online Searching Databases Instructional Materials 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. |
| format | Recurso educativo Open Access |
| id | eric_EJ1133653 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2017 |
| record_format | eric |
| spellingShingle | Applying Cognitive Load Theory Principles to Library Instructional Guidance Pickens, Kathleen E. Library Instruction Cognitive Processes Difficulty Level Guidance Academic Libraries Electronic Learning Multimedia Instruction Online Searching Databases Instructional Materials Applying Cognitive Load Theory Principles to Library Instructional Guidance Pickens, Kathleen E. Library Instruction Cognitive Processes Difficulty Level Guidance Academic Libraries Electronic Learning Multimedia Instruction Online Searching Databases Instructional Materials 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. |
| title | Applying Cognitive Load Theory Principles to Library Instructional Guidance |
| topic | Library Instruction Cognitive Processes Difficulty Level Guidance Academic Libraries Electronic Learning Multimedia Instruction Online Searching Databases Instructional Materials |
| url | https://eric.ed.gov/?id=EJ1133653 |