In Support of Online Learning: A COVID-19 One Shot Case Study

Abstract

This article presents a case study of a successful undergraduate information literacy one-shot instruction session conducted wholly online and synchronously through a web-conferencing platform built into the university’s learning management system. This modality was necessary due to the COVID-19 pandemic and was agreed upon through discussion between the librarian and the instructors of record. The article provides a pedagogical framework grounded in constructivism and active learning for the approach to the information literacy session, including justifications for the deviation from the lesson plan as created when the class was taught face to face. It discusses best practices indicated by the experience, as well as limitations and changes the librarian would have made after a critical analysis of the session. Among the considerations discussed are issues of engagement, access, accessibility, and student support, and suggestions are made as to how academic libraries can learn from this experience to bring more information literacy instruction to online learners.