Abstract
In the one-shot world of library instruction, the thought of producing an actual product after an hour of instruction seems to be an improbable, if not impossible, task. However, the change in the expectation in the last ten years concerning the deepening understanding of instructional design, learning outcomes, assessment and evaluation, and embedded curriculum has led to new frontiers (and challenges) in how, why, and what librarians teach. The precious one hour of library instruction should be no more. A new horizon of deeper learning, strategizing and cultivating critical thoughts, and framing the legitimate work as the new paradigm can have a place in our professional culture.
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