From Chaos to Order

Courtney McAllister, MA, MLIS, is a Senior Solution Architect at Atypon, where she leverages her library background and technology expertise to consult with publishers and map their needs to platform features. The emphasis on needs assessment, collaborative problem-solving, user experience optimization, and accessibility builds upon McAllister’s earlier work as a Library Services Engineer (EBSCO) and Electronic Resources Librarian (Yale Law and The Citadel). McAllister’s research interests focus on change management, human computer interaction, and usability. She authored Change Management for Library Technologists: A LITA Guide and serves as the Associate Editor for The Serials Librarian and Serials Review.Elliott C. Rose, MLIS is a STEM Librarian at The Pennsylvania State University and provides research, instruction, and collection development support to the School of Earth and Mineral Sciences. They have an ongoing research interest in cognitive load, belonging in the library, instruction pedagogy, accessible resources, and open educational resources (OERs). They have previously served as a co-editor for the LITA Guide, Augmented and Virtual Reality in Libraries, and authored (and co-authored) various book chapters and articles on inclusive teaching, outreach, communication in the sciences, and interdisciplinary collaboration.Sara C. Kern, MA, MSLIS, is an Engineering Librarian at the Pennsylvania State University, where she provides outreach, instruction, and other research support to the College of Engineering. She has authored or co-authored several book chapters and articles, most focused on accessible outreach and instruction. Her research centers on undergraduate and graduate student engagement with the libraries, specifically how inclusive instruction practices and a variety of types of programming and outreach can impact student engagement and sense of belonging.

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

From Chaos to Order is a welcome addition to the scholarship on library science and CLT ... A valuable source of actionable insights. Ultimately, the text successfully reframes professional engagement by prioritizing CLT over traditional acquisition-centric models, challenging the field to center the user's mental effort in library service areas.