Research on notetaking as a learning strategy and on the related techniques of outlining and concept mapping is reviewed. The effectiveness of these techniques in helping the learner encode new information and their usefulness in interactive multimedia instruction are explored. Research strongly supports an external-storage function of notetaking and suggests that notetaking supports encoding. Outlining has been shown to result in improved recall of facts, although significant training is required for successful use. Research also supports the usefulness of concept mapping. Integrating these strategies into interactive multimedia instruction can be done in several ways. Notebook approaches seem to be among the most effective. The complexity of notebooks can vary from simple copying through a hierarchy of sophistication from spatial mapping to the creation of a multimedia presentation by the student. Regardless of the complexity of the notebook incorporated, there is a need to teach how to use the learning strategy. Unless the strategies are used and understood, they will be considered burdensome and will probably not be used. (Contains 62 references.) (SLD)