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    1. Lesson plans emphasize hands-on activities that develop discussions around information literacy concepts (such as “Information Creation as a Process” and “Authority is Constructed and Contextual”), not skills (such as database demonstrations); Instruction programs coordinate instruction with departments (for example, all sections of the same course, especially required courses with research), not individual faculty; Develop and use shared lesson plans to ensure consistency, rather than individualizing lesson plans for different faculty who teach the same class; Collect the same assessment data to gather a meaningful number of student work samples, rather than creating different assessments for each section; Instruction librarians work together as a team to assess all student work samples, using a shared rubric; Reinforce the value of learning your own institutional context rather than attempting to prove that the one-shot “moved the needle” of student learning

      Key take-aways: scalability of instruction maintained by outlining a curriculum that can be used department-wide, democratic assessment processes, and anti-deficit-thinking. Inspiring article, but intentionally left open-ended so libraries do their own work on this.