abstract: This article analyzes how the methodology lesson study impacts instructional design decisions and interdisciplinary collaborations in the context of one-shot library instruction. A team of two academic librarians and two course faculty utilized lesson study over the course of a year to develop and revise a library instruction lesson plan for an undergraduate English as a second language course. Data collected via class observations and team meeting notes were analyzed using reflective thematic analysis. The results of the reflective thematic analysis and the authors' experiences reveal that lesson study promotes pedagogical strategies that increase student engagement in the classroom while simultaneously improving communication and knowledge-sharing practices between interdisciplinary lesson study team members.
Deeke et al. (Tue,) studied this question.