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Abstract

Instruction Librarians teaching one-shot information literacy (IL) sessions to freshman composition classes at academic universities across the U.S. experience a familiar set of issues. In response, librarians have produced a bounty of literature detailing flipped instruction approaches, collaborative case studies with outside departments, and critiques of the library one-shot, but there is little research describing attempts to combine these three approaches in one study. Both a case study and an impact-assessment study, this article describes a collaborative intervention between the Library Instruction team, the Writing Across the Curriculum program, and the English Department, with the purpose of studying the intervention’s impact on student learning. The study found that a flipped classroom approach in the form of a handout activity had a positive impact on student learning. Furthermore, the successful implementation of the study was dependent on effective collaboration between the Library, the English Department, and the Writing Across the Curriculum program.

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