BOOK REVIEW / CRITIQUE DE LIVRE

Buchanan, HE and McDonough, BA. The one-shot
library instruction survival guide. 2nd ed. Chicago:
ALA Editions; 2017. Softcover: 168 p. ISBN: 978-0-
8389-1486-1. Price: USD$50.00. Available from:
http://www.alastore.ala.org/detail.aspx?ID=11856.

Instructional librarians are very familiar with a one-shot instruction session, a “single-session, generally only 50 to 75 minutes in length” (p. 2). Research and instructional librarians at Hunter College, Western Carolina University, Buchanan and McDonough present some of the challenges and more importantly, ways to succeed when confronted with teaching this type of session. One-shots have a short length which results in them being more about bibliographic teaching (showing or demonstrating library resources) rather than information literacy instruction, reaching higher-level learning outcomes. This second edition integrates the *Framework for Information Literacy for Higher Education (FILHE)* by the Association of College & Research Libraries (ACRL), as it presents everything from initial communication through to assessment. Each of the seven chapters presents key concepts, highlights relevant questions, and summarizes the topic at end. The chapters are organized to present sections with additional resources, comparison tables, lesson learned, and vignettes that highlight examples from other librarians, providing real-life context to the ideas being presented. *The One-Shot Library Instruction Survival Guide* is a great overview for new librarians and can invigorate established academic librarians looking to approach their instruction sessions in an innovative way. It is important to note that the book is focused on higher education settings; while the ACRL *FILHE* does have overarching themes that could apply to any library setting, some of the examples may only work in a university or college environment.

Active learning, tied to objectives that are relevant
to the learner, allows for better knowledge retention
and a more thorough understanding. Buchanan and
McDonough present an understanding of this as they
note, "In order to create a learner-centered
environment, you have to stop talking and

demonstrating, give up some control, and invest time
and thought in planning and designing instruction" (p.
49). Chapter Four, *How do I get them to pay
attention?*, presents many different active learning
techniques that can easily be integrated into one-shots,
such as one-minute papers, think-pair-share, gallery
walks, and concept mapping. There is also a useful
table that lays out options for gathering student input
instantly, using clickers, polls, index cards and even
social media (p. 92). By allowing students to reflect on
the topic and discuss it with others in engaging ways,
they become more immersed, rather than simply
watching a demonstration of a pre-prepared search in a
database. These types of activities also allow for
student learning to connect with the *FILHE*, such as an
example that stood out under the "Information as
Value" frame (p. 37-38): a librarian showed pictures of
medieval libraries, with books in chains which turned
into a discussion on access to information and why
information is so valuable. This theme connects to
today's libraries and the services offered to students,
making it is a perfect segue to the value of information
and libraries. There are also instructional strategies
provided for different types of settings, including
online, large lectures, rooms without computers, and
not even having a room available at all (where they
suggest trying teaching right inside the library to show
rather than tell). Since one-shot sessions can be "all
types of classes, at all levels, all subjects, and in a
variety of settings" (p. 79), this book gives readers
potential solutions for active learning techniques no
matter where you are instructing.

One of the ideas the authors dismiss is creating
learning objectives for one-shot sessions, as they state,
“don’t get sucked into spending too much time and
energy crafting them” (p. 46). However, in their
chapter on assessment, they mention that assessing
students can help address learning goals. While
teaching to larger concepts is a valuable approach,
specific outcomes need to be defined from the
beginning to assess whether or not learning has taken
place. In relation to assessment, the authors do give
some simple techniques for one-shots, including
asking students to describe the session in a word,
writing it down on an index card, and creating a word cloud for an overall picture of the impact of the class. Buchanan and McDonough also strongly suggest following up with course instructors post-session and assessing your own presentation skills. That being said, starting with learning objects can help set the stage for the assessment process, whether assessing our students or assessing ourselves.

The greatest strength of this book is that it emphasizes that one-shots should not be a first step to building relationships; instruction should be strategic and whenever possible, integrated into the learning outcomes of the course or the program. There is definitely a challenge to this, as the authors note that often faculty do not understand the full range of library services or resources (in Chapter 2: *The teaching faculty won't/don't* __________: *Communicating and collaborating with instructors*). Yet holding our own

instruction to a higher standard allows for stronger information literacy for both students and potentially for faculty as well. Librarians need to look at their library's and their institution's strategic priorities and recognize that they do not have to say yes to every one-shot request that comes their way; "if you allow information literacy to be trivialized at your institution, you won't be helping anyone. It's okay to say no" (p. 25).

I would recommend purchasing *The One-Shot Library Instruction Survival Guide*. It is straightforward, practical, and provides ideas that can be easily incorporated into one-shots. While the focus is on universities/colleges, health librarians provide one-shots in all types of settings and can use the information in this book to rethink their approach to short, standalone sessions.

## Statement of Competing Interests

No competing interests declared.

### Rachel Sandieson

Clinical Librarian
Health Sciences Library
London Health Sciences Centre
London ON
Email: rachel.sandieson@lhsc.on.ca