The one-shot library instruction session has long been a mainstay for many information literacy programs. Identifying realistic learning goals, integrating active learning techniques, and conducting meaningful assessment for a single lesson all present challenges. Librarians and English faculty at one college campus confronted these challenges by participating in a year-long lesson study, a process of collaboratively planning, observing, and assessing a single lesson. By collectively identifying goals and priorities, designing and redesigning the lesson, and assessing outcomes through observation, surveys, and focus groups, librarians and teaching faculty negotiated varying expectations and demands for providing one-shot library instruction.he one-shot library instruction session is a routine occurrence at many academic libraries. Librarians strive to teach some basic research skills with the awareness that the one-shot instruction session is not ideal for meaningful retention or transfer of this knowledge to students' actual research experiences. These one-time, librarian-led presentations, which are developed to meet the needs of the first-year composition or other introductory-level course, are expected to both acquaint students with library services and teach them "how to research," including everything from searching the library catalog to using various databases to discerning types and quality of sources. Not surprisingly, such instruction sessions can easily overwhelm students with their jam-packed, whirlwind dispersal of information, and they can frustrate and overburden the librarians tasked with teaching them. Additionally, such instruction sessions are often unable to incorporate active crl12-255
Students acquire, communicate, share and create knowledge through more than the printed word, and libraries are in a position to provide equitable access to a variety of multimodal resources enabling students to do so. Embracing this mission, one medium-sized public academic library was determined to open a makerspace. How does a library in a state with well-publicized and major budget cuts to higher education manage to do this? Through collaborative relationships, using and creatively repurposing what it has, and intentional communication. This article describes one library's process in gauging interest, soliciting support, and successfully implementing a makerspace. It focuses on communication strategies used to manage perceptions of such an audacious undertaking in a climate of austerity.
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