Call for Submissions & Reviewers: From Chaos to Order: Addressing Cognitive Overload in the Learning Journey (Rowman & Littlefield)
Title of edited manuscript: From Chaos to Order: Addressing Cognitive Overload in the Learning Journey (Rowman & Littlefield)
Edited by: Courtney McAllister (she/her), Solution Architect, Atypon; C. Elliott (she/they), Reference and Instruction Librarian, UMass Boston; and Sara C. Kern (she/her), Engineering Librarian, Pennsylvania State University
Please send questions to: addressing.cognitive.
Link to proposal form: https://forms.gle/
Proposal submission deadline: November 1, 2023
Rubric we’ll use to evaluate proposals: https://tinyurl.
Call for anonymized peer-reviewers: https://
Book description: Multiple deadlines, competing responsibilities, an endless barrage of information, and constant stress: these situations may seem uncomfortably familiar, but they are becoming increasingly intense for 21st century learners. Even well-established needs, like finding and accessing relevant, credible information, continue to take up more and more cognitive energy in this ever-changing information landscape. Cognitive load refers to the amount of information an individual is able to retain in their working memory at one time (Sweller, 1988). When cognitive load is surpassed, it can be much more difficult to process, encode, and retain new information (Paas and Ayres, 2014).
Library practitioners may take cognitive load into consideration when creating resources like LibGuides, designing instruction sessions, or planning programming. Yet cognitive load cannot be addressed through isolated efforts; it cuts across departmental boundaries and organizational silos. While addressing cognitive load in one aspect of library services can reduce its impact on learners, we believe that a collaborative effort across aspects of information services is necessary to holistically support the learning journey. Cognitive overload is not a phenomenon that is limited to academia, and strategies to reduce it shouldn’t be either. To reflect the multifaceted nature of cognitive overload and its impact, this edited book will be divided into three distinct sections: Information literacy instruction, research tools and systems, and outreach and partnerships.
Call for contributions: All contributed works must incorporate cognitive load theory, but we welcome contributions from those not formally trained in it. If you think you’re doing work that addresses cognitive load but you’re not sure, this video may help you understand cognitive load theory: https://youtu.be/
The foundation of this project is rooted in Diversity, Equity, Inclusion, and Accessibility. It is our hope that this work acknowledges and redresses some of the asymmetry in academic publishing by intentionally incorporating a diverse range of voices and practitioners. We welcome submissions from:
Academic, public, and K-12 library practitioners
Course designers/instructors
Technologists/systems professionals
Mentors/tutors
Anyone with a passion/background in information services
All of the following formats are welcome:
Theoretical or original research
Case studies
Outreach plans
Lesson plans
Zines
System designs, evaluation tools, etc.
If your contribution does not fit in the formats listed here, let us know! The editors are open to working with you.
Proposals that include any of the following prompts will be considered first, but this is not an exhaustive list.
Teaching and Information Literacy and Cognitive Load Theory
Submissions referencing motivational design theory is preferred (but not necessary). This section focuses on instructional opportunities within the context of research including: lesson plans, teaching tools and applications, synchronous/asynchronous teaching opportunities, and other formats.
Translating existing information-seeking skills to research goals and/or academia
Lessons and programs addressing the stresses of historically underrepresented groups
Tools and programs addressing cognitive overload exacerbated by ongoing effects of COVID
Working memory and/or information overload
Effects of social overload in the classroom or on research tasks
Case studies of library instruction collaboration with other departments/groups
Integrating AI into instructional design/curriculum/course resources
Research Tools and Systems and Cognitive Load Theory
Examples of research tools and systems: library discovery layers, chat services, tutorials or interactive modules focused on some aspect of information literacy/research success, any other technology tool that helps students/researchers find and evaluate information. Local or “homegrown” technologies are welcome!
Reducing technostress and keeping learners from reaching cognitive overload
The impact of research systems/ tools on your Information Literacy curriculum (and vice versa)
New trends and developments in UX (User Experience) or system design that impact your users
The role of accessibility in your selection and use of research support technologies
Lingering pandemic-related effects on your community’s technology literacy skills
Creative or innovative technology solutions you’ve developed or used
Impact of Artificial Intelligence and Machine Learning on your students’ technology literacy skills
The Digital Divide and other structural factors that influence user engagement with technology
Needs you see being underserved by current system offerings
Informal Learning, Outreach, Partnerships, and Cognitive Load Theory
This section focuses on out-of-classroom events, partnerships, or activities that provide learners with important knowledge and skill-building in a lower-stress and (sometimes) fun setting.
Collaborative or independent programs or partnerships designed for skill building or support
Targeted initiatives for historically underrepresented groups
Designing informal learning opportunities
Guide to partnering with community or campus support organizations
Designing accessible programming
Online and/or asynchronous programming
Social overload in the community or campus
Managing your own cognitive load while organizing large scale or controversial programming
Tentative Publication Schedule
Proposals close: November 1, 2023
Notification of Acceptance due: December 15, 2023
First drafts due: March 1, 2024
References
Paas, Fred, and Paul Ayres. “Cognitive Load Theory: A Broader View on the Role of Memory in Learning and Education.” Educational Psychology Review 26, no. 2 (June 1, 2014): 191–95. https://doi.org/10.
Sweller, John. “Cognitive Load During Problem Solving: Effects on Learning.” Cognitive Science 12, no. 2 (1988): 257–85. https://doi.org/10.
