Student Engagement in One-Shot Library Instruction

As technology has increased students' access to both high and low quality information, the need for effective information literacy instruction has become more apparent. However, many librarians still struggle to solidify their place, and their value, in the instructional landscape of their parent institution. This struggle persists while library instruction for students remains limited to one 50-75 min session (one-shot instruction). Indeed, the notion that information literacy can be taught in one session is preposterous for most librarians. Nevertheless, as this constraint persists, librarians must work to improve the results students achieve within the one-shot model. This research explores ways in which one-shot library instruction might be bolstered through the promotion of higher levels of student engagement. This research utilizes a pre and post-test analytical model to compare an experimental, learner-centered approach to library instruction, supplemented with clickers, to a more traditional pedagogical approach. Statistical analyses show that while both the experimental and control groups witnessed significant improvement from pre to post-test, there was no statistically significant difference between these two approaches. These findings elicit further, perhaps more troubling, questions regarding the level of engagement possible in one-shot library instruction.