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Maximizing the One-Shot: Connecting Library Instruction with the Curriculum

One-shot library instruction sessions are typically used to teach students about the library and its resources and often include guidance on specific tools, strategies, and concepts that can be helpful in the research process. However, some in librarianship see the oneshot session as outdated and moving toward extinction, a perspective firmly argued against by Markgraf, Hinnant, Jennings, and Kishel. They contend that the one-shot session can be transformed into a dynamic instruction option through the utilization of the Lesson Study process, which originated in Japanese elementary schools prior to being embraced in K–12 schools and higher education in the United States (25). Lesson Study “involves a group (typically five to seven people) working together in the intensive planning, execution, observation, and assessment of a single lesson” (25) and is composed of five steps: (1) draft goals, (2) plan the lesson, (3) teach/observe the lesson, (4) discuss and reflect on the lesson, and (5) revise the lesson (25). Maximizing the One-Shot: Connecting Library Instruction with the Curriculum focuses on integrating the Lesson Study process into one-shot sessions in English 110: Introduction to College Writing, the sciences, and three levels of nursing courses at the University of Wisconsin (UW)–Eau Claire. Markgraf et al. define a “typical one-shot session” as an information literacy instruction session occurring in the library and lasting 50 minutes (6); this definition is based on the norm at UW–Eau Claire (11). However, Markgraf et al. indicate that readers can adapt Lesson Study to various course schedules and one-shot models. The 10 chapters in this book discuss one-shot instruction and its limitations, implementing the Lesson Study process across three subject areas, supplementing and troubleshooting oneshot sessions, benefits and challenges of collaboration, strategies for building collaborative relationships, and interviews with the nonlibrary faculty involved in the Lesson Study process. The 13 appendices include examples of Lesson Study sessions, preclass and in-class worksheets/handouts, and guidelines for observing Lesson Study sessions. The inclusion of content related to the Lesson Study process and more tangible advice on one-shot sessions, collaboration, and institutional constraints make this book relevant to instruction librarians at various levels and institution types. Markgraf et al. started out in an advantageous climate for integrating Lesson Study at UW–Eau Claire. The university’s Center for Excellence in Teaching and Learning (CETL) previously encouraged the Lesson Study process andwas seeking interested facultymembers to apply it in their own courses (25). Markgraf et al. were able to leverage this interest and create partnerships with the CETL director and faculty members, first in English and then in the sciences and nursing. In comparison to other library instruction models, Lesson Study inherently requires collaboration with the faculty members who teach the targeted courses. This type of collaborative environment can lead to a greater understanding of student needs and the challenges faced by each group member (30). The five steps of Lesson Study listed earliermay seem familiar to librarianswho teach oneshot sessions, butMarkgraf et al. demonstrate how thework required to accomplish each step is more time-intensive. Chapters 3–5 detail the Lesson Study process and its implementation within English 110, the sciences, and the three levels of nursing courses. These chapters also