This book is a case study of how university librarians collaborated with faculty to integrate information literacy instruction in a selected curriculum. The authors address the challenges of institutional reality, instructing students, and collaborating with faculty. They initially developed lessons for students in composition classes; their approach was expanded for science and nursing classes. The narrative explains lesson goals, planning processes, lesson activities, helping faculty understand the importance, scaffolding, and assessment. Selected worksheets, research guides, and less on study outlines are featured. The information will be helpful to high school and post-secondary librarians implementing a similar program. * School Library Connection * [ A] newer librarian-instructor or a library school student may find the pragmatic approach of this book, with its reliance on real-world tools rather than esoteric teaching ideologies, to be very helpful. Also, it is refreshing to read a book that does not follow the prevailing criticism of the one-shot as an abomination of instruction. . . .This book is recommended as a good teaching book for a library school program or a tool for a beginning instructor. Even veteran instructors will find this a refreshing take on an old topic and might also find the Lesson Study outlines at the end of the book useful in designing a new course or modifying an existing one. * Journal of Electronic Resources in Medical Libraries * Given that most teaching librarians spend most of their time teaching one-shot sessions, it is refreshing to read a book that wholeheartedly embraces the challenge of making those sessions better. What I like about the lesson study approach outlined in Maximizing the One-Shot is that it provides a framework where librarians can use what they already know about instructional design and assessment to build deep collaborative relationships that make everyone teaching librarians and classroom teachers alike better at teaching research. While the lesson study may seem to be about improving the lesson, its really about improving ourselves as teachers equipping classroom faculty and teaching librarians alike with new ways to make research instruction relevant, effective, and useful to students. -- Anne-Marie Deitering, Franklin A. McEdward Professor for Undergraduate Learning Initiatives, Oregon State University As librarians are pressed to make a bigger impact on student learning without the staff or curriculum support for credit-courses, this book shows the value of collaboration, assessment, and scaffolding of library instruction within a credit-course. It offers inspiration and a pathway for librarians and faculty who are seeking to improve student research in a higher education setting. -- Kate L. Ganski, Library Instruction Coordinator, University of Wisconsin-Milwaukee The one-shot session is a staple of academic librarianship instruction practice. Though the one-shot is often bemoaned for its limitations, these authors provide a re-framing of that perspective and demonstrate its true potential for transformation and impact through their thoughtful Lesson Study approach. Highly recommended for all academic libraries! -- Lisa Janicke Hinchliffe, Professor/Coordinator for Strategic Planning/Coordinator for Information Literacy Services and Instruction, University Library, University of Illinois at Urbana-Champaign
