Pedagogy:
Clark, R. & Taylor, D. (1994). The causes and cures of learner overload. Training, 31(7), 40.
"Cognitive overload is the natural outcome of instruction that exceeds the limited capacities of an individual's working memory. Research shows that the limits on working memory depend to a great degree on the knowledge that is stored in long-term memory. The challenge for trainers is to provide new information to trainees without frying their circuits with cognitive overload." Brief, 4-page article offering a number of practical suggestions. Well worth the five minutes it takes to read. (LT)
Cox, C. & Lindsay, E.B. (2008) Information literacy instruction handbook. Chicago : Association of College and Research Libraries.
See the ALA Store for a brief description and list of chapters. Recommended.
Douglas C. & Sittler R.L. (Eds.). (2008). Practical pedagogy for library instructors*: 17 innovative strategies to improve student learning*. Chicago: Association of College and Research Libraries.
Ewald, L. A. (Summer2005). Commedia Dell'arte Academica._College Teaching_, 53(3), 115-119.
Focusing on communication and presentation skills.
Markless, S. (Winter 2004). Teaching your users: What you really need to know._Legal Information Management_, 4(4), 221-225.
Ignore that this is published in Legal Information Management; this short, accessible article is soley concerned with learning theory in teaching.
Palmer, Parker J. (1998). The Courage to teach: Exploring the inner landscape of a teacher's life. San Franciso, Calif.: Jossey-Bass.
Library Instruction Roundtable.Top Twenty-Five of LIRT's Top Twenty Instruction Articles.