Applying Cognitive Load Theory Principles to Library Instructional Guidance

Autor/in	Pickens, Kathleen E.
Titel	Applying Cognitive Load Theory Principles to Library Instructional Guidance
Quelle	In: Journal of Library & Information Services In Distance Learning, 11 (2017) 1-2, S.50-58 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-290X
DOI	10.1080/1533290X.2016.1226576
Schlagwörter	Library Instruction; Cognitive Processes; Difficulty Level; Guidance; Academic Libraries; Electronic Learning; Multimedia Instruction; Online Searching; Databases; Instructional Materials + Suchen Sie Ihr Suchwort? Bibliotheksverzeichnis; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Beratung; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Multimediales Lernen; Online-Recherche; Datenbank; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01