Is the Library One-Shot Effective? A Meta-Analytic Study

Drama Queens: applying dramaturgy as an inclusive pedagogy within the one shot

“…To enter into conversations in classroom environments that focus solely on the acts of finding or integrating information into student work without actively interrogating these broader contexts threatens to simplify the ways in which information comes into being and is circulated in the higher education context while simultaneously perpetuating systems that exclude particular groups (Association of College and Research Libraries, 2015;Donovan and O'Donnell, 2013). Though there has been ongoing and recent discussion around the effectiveness and value of one-shot instruction, it remains a critical delivery modality (Cook, 2022;Pagowsky, 2022). Despite these concerns, information literacy instruction, even in the context of the one-shot format, offers a unique opportunity to problematize given assumptions and create a new context in which students begin to feel they possess the power and knowledge to actively question the structure and authority of the information used in academic research.…”

“…Though there has been ongoing and recent discussion around the effectiveness and value of one-shot instruction, it remains a critical delivery modality (Cook, 2022; Pagowsky, 2022). Despite these concerns, information literacy instruction, even in the context of the one-shot format, offers a unique opportunity to problematize given assumptions and create a new context in which students begin to feel they possess the power and knowledge to actively question the structure and authority of the information used in academic research.…”

Fostering UDL-informed library instruction practices developed from the COVID-19 pandemic

“…The correlation between library instruction and student success has been well documented in the literature (Bowles-Terry, 2012; Mayer et al ., 2020; Shao and Purpur, 2016), and library instruction, specifically IL instruction, has been viewed as a key role of academic libraries (Cook, 2022). One-shots have shown to be a valuable tool in increasing students' library use and learning (Spievak and Hayes-Bohanan, 2013).…”

“…One-shots have shown to be a valuable tool in increasing students' library use and learning (Spievak and Hayes-Bohanan, 2013). However, there have been historical problems with IL instruction in academic libraries, specifically when it comes to one-shots and the one-shot's ability to effectively translate IL skills (Bowles-Terry and Donovan, 2016; Belzowski and Robison, 2019; Cook, 2022; Eastman et al ., 2018; Rinto and Cogbill-Seiders, 2015). The vast majority of library sessions are formatted as a one-shot session (Nicholson, 2016), the practice of a librarian providing a single one-hour library instruction session to a class.…”

“…The vast majority of library sessions are formatted as a one-shot session (Nicholson, 2016), the practice of a librarian providing a single one-hour library instruction session to a class. These classes usually include a demonstration from a librarian on how to utilize library databases and conclude with individual “research time” (Cook, 2022). While it is helpful to provide students a time and place to focus on their research assignments, these one-shots “may not reflect a learner-centered approach” (Clifton and Jo, 2016, p. 306) to IL.…”