Acknowledgements Introduction First Spoke: Cognitive Overload and Library Instruction Elliott C. Rose Chapter 1: Reducing Cognitive Load Through Embedded Librarianship Arantes M. Armendariz and sam hidde tripp Chapter 2: Mind the Gap: Integrating Information Literacy Instruction Without Overloading Students Caitlin Miller and Jennifer Batson Chapter 3: Consistent Messages, Varied Channels: Using Universal Design for Learning to Reduce Cognitive Overload James Henry Smith Chapter 4: From Cognitive Overload to Practical Engagement in First-Year Seminar Information Literacy Sessions Sarah K. Myers, Beth M. Transue, & Elizabeth Y. Kielley Chapter 5: Conquering Cognitive Overload with Instruction Librarians, Information Literacy, and Scaffolding Michelle Shea Chapter 6: Unloading the Brain for Student Success: Navigating Cognitive Load in a First-Year Information Literacy Course Alicia G. Vaandering and Amanda Crego-Emley Chapter 7: Surfing the Digital Deluge: Mastering Cognitive Overload Through Critical Ignoring Karen Burton Chapter 8: Creating an Interactive Tutorial to Teach Synthesis Strategies Mary Snyder Broussard Chapter 9: Charting a Research Road Map for Adult Online Students in a Liberal Arts Core Class Kelly A. Clever Chapter 10: Choose Your Own Adventure! Designing and Teaching Archival Research with Community Document Sets Jacob Gordon Second Spoke: Cognitive Overload, Systems, and Research Tools Courtney McAllister Chapter 11: Redesigning Library Websites for Cognitive Ease Alyssa Panetta Chapter 12: Low-key Google: Exploring Cognitive Overload During Discovery Layer Usability Testing Natalie LoRusso Chapter 13: Guiding students through the research process: A redesign of subject guides to support student learning Gretchen Scronce Chapter 14: Standardizing Course LibGuides to Lighten Student Cognitive Load Sarah Grace Glover Chapter 15: Woah.
What Great Information! How do I Use It?: Reducing Cognitive Overload for Non-traditional Education Graduate Students Amy Dye-Reeves Chapter 16: Beyond Boolean: Practical Strategies to Reduce Job Seekers'' Cognitive Overload Eriberto Ramirez Chapter 17: Active Learning Principles within Online Library Instruction as a Way to Mitigate Cognitive Overload in First-Year Undergraduate Students Caitlin Anne Smits Chapter 18: Analyzing First-Year Library Instruction Modules Using Cognitive Load Theory: A Retrospective Maria A. Barca Chapter 19: Cognitive Load and Instructional Videos for Advanced Database Search Techniques: A Mixed Method Study Hanwen Dong Chapter 20: The TikTok Effect: Utilizing Short Form Video to Overcome Cognitive Overload in Librarian Led Legal Research Education B. Austin Waters Third Spoke: Filling in the Gaps with Informal Learning, Outreach, and Partnerships Sara C. Kern Chapter 21: Effective Outreach to Science and Engineering Students through a Cognitive Load Lens Denise A. Wetzel Chapter 22: Turbulent Flows: Surviving Cognitive Overload in Information Literacy for Engineering Design Kate Mercer, Kari D. Weaver, and Jennifer Howcroft Chapter 23: Drawing Them In: Using an LGBTQIA+ Zine-Making Workshop to Address Cognitive Load Elizabeth Meinke, Halle Novotney, Emily Rich, and Erin Sweeney Smith Chapter 24: Engaging the Senses and Promoting Wellness: Empathic and Inclusive Library Connections to Alleviate Cognitive Load Sabine Jean Dantus, Gricel Dominguez, and April Lafferty Chapter 25: Schema Acquisition during a Law Library Tour using Scaffolding, Chunking, and Choice Tracey McCormick Chapter 26: Peer Tutoring in Student Research: Best Practices for Reducing Cognitive Load Monica Gingerich Chapter 27: A New Approach: Redesigning Outreach to Lessen Cognitive Load for Students and Colleagues Sheli Pratt-McHugh Chapter 28: Librarian as Event Planner: Cognitive Overload in Outreach Librarians Laurie Borchard Recommended Readings About the Editors About the Authors Index.