Expanding libraries’ application of Mayer’s cognitive theory of multimedia learning

Date12 August 2019
DOIhttps://doi.org/10.1108/LM-08-2018-0067
Pages478-482
Published date12 August 2019
AuthorSarah Theimer
Subject MatterLibrary & information science,Librarianship/library management,Hr in libraries,Library strategy,Library promotion
Expanding librariesapplication
of Mayers cognitive theory of
multimedia learning
Sarah Theimer
Library Department, University of New Hampshire, Durham, New Hampshire, USA
Abstract
Purpose The purpose of this paper is to propose the incorporation of Mayers cognitive theory of
multimedia learning (CTML) into library digital initiatives, specifically open educational resources (OER).
CTML contains established principles that maximize the impact of teaching material through optimizing the
use of multimedia. As educators, librarians should adhere to CTML principles and advocate for them to be
followed when library digital resources are created locally or used in a classroom. The paper looks at an OER
title as an example and outlines changes based on CTML for improvements.
Design/methodology/approach A literature review is used to identify the areas of librarianship where
CTML already is in use and where research is lacking.
Findings There are many opportunities to apply multimedia learning theory to aspects of library
operations. The author should consider multimedia learning when making digitization decisions. OER
projects should be accomplished with these principles and general learning theory principles in mind.
Libraries should be aware of CTML principles when creating all digital scholarship.
Research limitations/implications This paper is based on a literature review, not on research done
specifically on this topic. It includes specific recommendations to improve an OERtitle as an example of what
should be done on a broader scale.
Practical implications Librarians are educators should be aware of learning theory and particularly
multimedia learning theory as learners often are not directly accessible to provide feedback. Design is critical
to learning and this paper provides practical recommendations for application.
Originality/value Other papers have considered CTML as applied to online tutorials and instruction in
general. Significantly less attention has been paid to applying CTML and cognitive learning theories outside
of traditional instruction. This paper advocates expanding the use of cognitive learning theory and CTML to
digital resources produced by the library.
Keywords Online learning, Learning, Cognition, Learning theory, Open educational resources,
Digital projects
Paper type Viewpoint
Introduction
Library instruction uses cognitive theory to inform practice. The early drafts of ACRLs
Information Literacy Framework for Higher Education referred to metaliteracy and
metacognitionas a basis for creating part of theirseveral guiding principles.( Fulkerson et al.,
2017). For decades librarians have used Mayers cognitive theory of multimedia learning
(CTML) when designing online tutorials.Brown (2018) recommended that thefield of learning
science, the study of how people acquire knowledge and skills, should be integrated into
library resourcesand methods. If librarianship wereto take this advice seriously and consider
applying learningtheory to all library resources and methods,what would that look like and
where would we start? There are no right or wrong answers to this question, but digital
collections and open educational resources (OER) are learning tools. Because these resources
are specifically created to support the learning process, they would benefit from the
application of widely accepted cognitive learning theory and specifically CTML principles.
Mayers multimedia learning principles
Mayer defined multimedia instruction as the presentation of material using both words and
pictures to promote learning. Robert Mayers multimedia work states that text and images
Library Management
Vol. 40 No. 6/7, 2019
pp. 478-482
© Emerald PublishingLimited
0143-5124
DOI 10.1108/LM-08-2018-0067
Received 24 August 2018
Revised 20 December 2018
Accepted 17 February 2019
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0143-5124.htm
478
LM
40,6/7

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