Aristotle, Nicomachean Ethics, ed. Sarah Broadie and Christopher Rowe (New York: Oxford University Press, 2002), I.2.

Terry Doyle and Todd Zakrajsek, The New Science of Learning: How to Learn in Harmony with Your Brain (Sterling, VA: Stylus Pub, 2013)

John Dunlosky et al., “Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology,” Psychological Science in the Public Interest 14, no. 1 (January 1, 2013): 4–58

Harold Pashler et al., Organizing Instruction and Study to Improve Student Learning (Washington, DC: Institute of Education Sciences, US Department of Education, 2007).

Richard E. Mayer and Merlin C. Wittrock, “Problem Solving,” in Handbook of Educational Psychology, Second (New York: Routledge, 2006), 289.

Cf. Bransford et al., who write that “the ultimate goal of learning is to have access to information for a wide set of purposes . . . [so students can] transfer what they have learned in school to everyday settings of home, community, and workplace” (1999, 73).

Dani Brecher and Kevin M. Klipfel, “Education Training for Instruction Librarians: A Shared Perspective,” Communications in Information Literacy 8, no. 1 (2014): 43–49.

Alison J. Head, Learning Curve: How College Graduates Solve Information Problems Once They Join the Workplace, Project Information Literacy Research Report, 2012.

See e.g., Angela Weiler, “Information-Seeking Behavior in Generation Y Students: Motivation, Critical Thinking, and Learning Theory,” The Journal of Academic Librarianship 31, no. 1 (January 2005): 46–53.

Myron H. Dembo and Keith Howard, “Advice about the Use of Learning Styles: A Major Myth in Education,” Journal of College Reading and Learning 37, no. 2 (Spr 2007): 101–9.

Harold Pashler et al., “Learning Styles: Concepts and Evidence,” Psychological Science in the Public Interest 9, no. 3 (December 2009): 105–19

Frank Coffield et al., Learning Styles and Pedagogy in Post-16 Learning: A Systematic and Critical Review (London: Learning & Skills Research Centre, 2004).

Daniel T. Willingham, Why Don’t Students like School? A Cognitive Scientist Answers Questions about How the Mind Works and What It Means for the Classroom, 1st ed. (San Francisco: Jossey-Bass, 2009), 147.

Daniel Willingham and David Daniel, “Teaching to What Students Have in Common,” Educational Leadership 69, no. 5 (February 2012): 21.

Cedar Riener and Daniel T. Willingham, “The Myth of Learning Styles,” Change (October 2010).

Harry F. Harlow, Margaret Kuenne Harlow, and Donald R. Meyer, “Learning Motivated by a Manipulation Drive,” Journal of Experimental Psychology 40, no. 2 (April 1950): 228–34.

Daniel H. Pink, Drive: The Surprising Truth about What Motivates Us (New York: Riverhead Books, 2009).

Paul J. Silvia, “Interest—The Curious Emotion,” Current Directions in Psychological Science 17, no. 1 (February 2008): 57–60.

David Kember, Amber Ho, and Celina Hong, “The Importance of Establishing Relevance in Motivating Student Learning,” Active Learning in Higher Education 9, no. 3 (November 1, 2008): 249–63.

Karen Murphy and Patricia A. Alexander, Understanding How Students Learn: A Guide for Instructional Leaders, Leadership for Learning (Thousand Oaks, CA: Corwin, 2006), 41.

Amy Van Epps and Megan Sapp Nelson, “One-Shot or Embedded? Assessing Different Delivery Timing for Information Resources Relevant to Assignments,” Evidence Based Library and Information Practice 8, no. 1 (n.d.).

George A. Miller, “The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information,” Psychological Review 63 (1956): 81–97.

Alan Baddeley, “The Magical Number Seven: Still Magic After All These Years?,” Psychological Review 101, no. 2 (April 1994): 353–56.

Nelson Cowan, “The Magical Number 4 in Short-Term Memory: A Reconsideration of Mental Storage Capacity,” Behavioral and Brain Sciences 24, no. 1 (February 2001): 87–114.

Fernand Gobet and Gary Clarkson, “Chunks in Expert Memory: Evidence for the Magical Number Four . . . or Is It Two?,” Memory 12, no. 6 (November 2004): 732–47.

John Sweller, “Cognitive Load During Problem Solving: Effects on Learning,” Cognitive Science 12, no. 2 (1988): 257–85.

Paul Chandler and John Sweller, “Cognitive Load Theory and the Format of Instruction,” Cognition and Instruction 8, no. 4 (1991): 293–332.

David Bawden and Lyn Robinson, “The Dark Side of Information: Overload, Anxiety and Other Paradoxes and Pathologies,” Journal of Information Science 35, no. 2 (April 2009): 180–91.

Joel Rudd and Mary Jo Rudd, “Coping with Information Load: User Strategies and Implications for Librarians,” College & Research Libraries 47, no. 4 (July 1986): 315–22.

Willingham, Why Don’t Students like School?, 14.

Brian Boyd, On the Origin of Stories: Evolution, Cognition, and Fiction (Cambridge, MA: Harvard Belknap, 2010).

Jonathan Gottschall, The Storytelling Animal: How Stories Make Us Human (Boston: Houghton Mifflin Harcourt, 2012).

Joan Didion, “The White Album,” in The White Album: Essays (New York: Farrar, 1979), 11–50.

Stephen N. Elliott, Thomas R. Kratochwill, and Joan Littlefield Cook, Educational Psychology: Effective Teaching, Effective Learning, 3rd ed. (Boston: McGraw Hill, 2000).

See also Daniel Willingham, “Making Students More CURIOUS,” Knowledge Quest 42, no. 5 (May 2014): 32. In addition to increasing information retention, this methodology, by demonstrating the instructor’s curiosity with research, can facilitate students’ curiosity and cognitive engagement.

Jody Rosen, “Rosen on Drake’s Nothing Was the Same: Is Drake the Rap-Game Taylor Swift?,” Vulture, September 24, 2013, www.vulture.com/2013/09/music-review-drake-nothing-was-the-same.html.

Yvonne Nalani Meulemans and Allison Carr, “Not at Your Service: Building Genuine Faculty-Librarian Partnerships,” Reference Services Review 41, no. 1 (2013): 80–90.

Katy Waldman, “Haters Gonna Hate, Study Confirms,” The XX, August 28, 2013, www.slate.com/blogs/xx_factor/2013/08/28/haters_are_gonna_hate_dispositional_attitude_study_confirms_it.html.

Diana J Arya and Andrew Maul, “The Role of the Scientific Discovery Narrative in Middle School Science Education: An Experimental Study,” Journal of Educational Psychology 104, no. 4 (November 2012): 1022–32.

“Polo Shirt,” Wikipedia, August 16, 2014, http://en.wikipedia

.org/wiki/Polo_shirt.

Don Fallis, “On Verifying the Accuracy of Information: Philosophical Perspectives,” Library Trends 52, no. 3 (2004): 463–87.

The CRAAP test has students evaluate information by its currency, relevance, authority, accuracy, and purpose: www.csuchico.edu/

lins/handouts/eval_websites.pdf.

Barak Rosenshine, Carla Meister, and Saul Chapman, “Teaching Students to Generate Questions: A Review of the Intervention Studies,” Review of Educational Research 66, no. 2 (January 1, 1996): 181–221.

Scotty D. Craig et al., “The Deep-Level-Reasoning-Question Effect: The Role of Dialogue and Deep-Level-Reasoning Questions during Vicarious Learning,” Cognition & Instruction 24, no. 4 (2006): 565–91

Pashler et al., Organizing Instruction & Study to Improve Student Learning.

Henry L. Roediger and Andrew C. Butler, “The Critical Role of Retrieval Practice in Long-Term Retention,” Trends in Cognitive Sciences 15, no. 1 (2011): 20–27.

Angela L. Duckworth et al., “Deliberate Practice Spells Success: Why Grittier Competitors Triumph at the National Spelling Bee,” Social Psychological and Personality Science 2, no. 2 (March 1, 2011): 174–81.

K. Anders Ericsson, Ralf Th. Krampe, and Clemens Tesch-romer, “The Role of Deliberate Practice in the Acquisition of Expert Performance,” Psychological Review 100, no. 3 (1993): 363–406.

Malcolm Gladwell, Outliers: The Story of Success, 1st ed (New York: Little, Brown, 2008).