Library instruction is based on the idea that transfer learning, the ability to apply skills learned in one context to another, is possible. The concepts taught in library instruction extend beyond a single session and can be applied in various contexts. Reflective pedagogy, which promotes metacognition and transfer learning, has been successful in semester-long courses. Implementing reflective activities in library instruction allows students to engage with the learning process and apply their skills to different research assignments and information-seeking experiences. This paper examines the effectiveness of reflective pedagogy in one-shot library instruction sessions based on observations and assessments of student learning.

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