{"id":261128,"date":"2026-07-13T18:09:02","date_gmt":"2026-07-13T15:09:02","guid":{"rendered":"https:\/\/1kitap1.com\/en\/from-chaos-to-order-courtney-mcallister-1\/"},"modified":"2026-07-13T18:09:02","modified_gmt":"2026-07-13T15:09:02","slug":"from-chaos-to-order-courtney-mcallister-1","status":"publish","type":"post","link":"https:\/\/1kitap1.com\/en\/from-chaos-to-order-courtney-mcallister-1\/","title":{"rendered":"From Chaos To Order – Courtney McAllister (1)"},"content":{"rendered":"
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Each guide also has an author box. We suggested librarians add a casual picture of themselves if they were comfortable, and if not we encouraged them to add an avatar. The author box also includes contact information. We asked librarians to list their campus library, phone number, general library email address, library website, and link to our Instagram and Facebook pages. Figure 14.3 After creating our \u201cLibGuides: Policies and Practices Guide for Creating LibGuides,\u201d we created a publishing workflow to ensure consistency in guides.<\/p>\n

The LibGuides Editorial Team created a publishing checklist for librarians to double check their work before sending guides out to publication. Once librarians were satisfied with their guides, they submitted their guide for review, which triggered an alert for the LibGuides Editorial Team. The team looked over the guide and offered suggestions to the creator or pushed the guide through to publication. Adding new pages to previously published guides also triggered the review process. We asked that librarians leave a note sharing what pages have been added. To promote our new guides, we encouraged librarians to use them for their instruction sessions.<\/p>\n

This exposes students to the guides and creates an environment for germane cognitive load. By teaching from the guide students become familiar with the structure and function of guides. The guides are available to students through the library website. Student\u2019s familiarity with the guide should translate to other guides through our guide uniformity. After teaching three sections of an introductory Biology course, I shared the link to the guide I created.<\/p>\n

A week after my instruction the guide had sixty views (some of these views are from my instruction). The course guide also linked out to our general Biology subject guide. Created in 2009, before my instruction session it had sixty views total, after the instruction session that number grew to seventy-eight showing that students were comfortable enough with the original guide (germane load) that they ventured out to using other guides as well. Conclusion The LibGuides revitalization is an ongoing process. To date not all guides have been adapted to the new layout but those that have been, have seen an increase of usage.<\/p>\n

This uptick in numbers is very encouraging and shows that taking student cognitive load into consideration has created more useful tools for student success. Notes Kathleen E. Pickens, \u201cApplying Cognitive Load Theory Principles to Library Instructional Guidance,\u201d Journal of Library & Information Services in Distance Learning 11, no.1-2 (2017): 50\u201358, https:\/\/doi.org\/10.1080\/1533290X.2016.1226576. Kara Pernice, \u201cF-Shaped Pattern of Reading on the Web: Misunderstood, but Still Relevant (Even on Mobile)\u201d Nielsen Norman Group, last modified November 12, 2017, https:\/\/www.nngroup.com\/articles\/f-shaped-pattern-reading-web-content\/.<\/p>\n

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Reducing Cognitive Load Through Embedded Librarianship Arantes M. Armendariz and sam hidde tripp Mind the Gap: Integrating Information Literacy Instruction Without Overloading Students Caitlin Miller and Jennifer Batson Consistent Messages, Varied Channels: Using Universal Design for Learning to Reduce Cognitive Overload James Henry Smith From Cognitive Overload to Practical Engagement in First-Year Seminar Information Literacy Sessions Sarah K. Myers, Beth M. Transue, and Elizabeth Y. Kielley Conquering Cognitive Overload with Instruction Librarians, Information Literacy, and Scaffolding Michelle Shea Unloading the Brain for Student Success: Navigating Cognitive Load in a First-Year Information Literacy Course Alicia G.<\/p>\n

Vaandering and Amanda Crego-Emley 7 8 9 10 11 12 13 14 15 16 17 Surfing the Digital Deluge: Mastering Cognitive Overload Through Critical Ignoring Karen Burton Creating an Interactive Tutorial to Teach Synthesis Strategies Mary Snyder Broussard Charting a Research Road Map for Adult Online Students in a Liberal Arts Core Class Kelly A. Clever Choose Your Own Adventure! Designing and Teaching Archival Research with Community Document Sets Jacob Gordon Part II Second Spoke: Cognitive Overload, Systems, and Research Tools Courtney McAllister Redesigning Library Websites for Cognitive Ease Alyssa Panetta Low-Key Google: Exploring Cognitive Overload During Discovery Layer Usability Testing Natalie LoRusso Guiding Students Through the Research Process: A Redesign of Subject Guides to Support Student Learning Gretchen Scronce Standardizing Course LibGuides to Lighten Student Cognitive Load Sarah Grace Glover Woah\u2026<\/p>\n

What Great Information! How Do I Use It? Reducing Cognitive Overload for Nontraditional Education Graduate Students Amy Dye-Reeves Beyond Boolean: Practical Strategies to Reduce Job Seekers\u2019 Cognitive Overload Eriberto Ramirez Active Learning Principles within Online Library Instruction as a Way to Mitigate Cognitive Overload in First-Year Undergraduate Students Caitlin Anne Smits 18 19 20 21 22 23 24 25 26 27 Analyzing First-Year Library Instruction Modules Using Cognitive Load Theory: A Retrospective Maria A.<\/p>\n

Barca Cognitive Load and Instructional Videos for Advanced Database Search Techniques: A Mixed Method Study Hanwen Dong The TikTok Effect: Utilizing Short-Form Video to Overcome Cognitive Overload in Librarian Led Legal Research Education B. Austin Waters Part III Third Spoke: Filling in the Gaps with Informal Learning, Outreach, and Partnerships Sara C. Kern Effective Outreach to Science and Engineering Students through a Cognitive Load Lens Denise A. Wetzel Turbulent Flows: Surviving Cognitive Overload in Information Literacy for Engineering Design Kate Mercer, Kari D.<\/p>\n<\/blockquote>\n

This is a short excerpt from the opening of “” by Unknown, quoted for review and introduction purposes. All rights belong to the copyright holders.<\/em><\/p>\n

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