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"During the 1970s and 1980s, prior to widespread public use of computers, [library instruction] went far beyond teaching the mechanics of identifying and locating materials in the physical library. It also included critical thinking, active (participatory) learning, and the teaching of concepts, such as controlled vocabularies. It focused on the physical library, as for the most part, that was all that users could try out during instruction. However, the goal was always teaching so that users would transfer what they learned to new situations, reference tools, and environments new to them—that is, they would learn how to learn."<ref>{{cite book|chapter= Information Literacy Instruction |pages=2429–2430 |last=Grassian |first=Esther S. |last2= Kaplowitz | first2= Joan R. | title = Encyclopedia of Library and Information Sciences, Third Edition |doi= 10.1081/E-ELIS3-120043277 |publisher= Taylor & Francis | ___location= Boca Raton, Florida| volume = 3| editor= Marcia J. Bates| year=2010 | isbn= 978-0-8493-9712-7}}</ref> In research libraries, the bibliographic instruction started to be a mainstream and standard library service<ref>{{Cite journal|last=ChadÏey|first=Otis|last2=Gavryck|first2=JacqueÏyn|date=1989|title=Bibliographic Instruction Trends in Research Libraries|url=|journal=Research Strategies|volume=7|issue=3|pages=106–113|quote=Bibliographic instruction in research libraries has moved status as a flush-time luxury to that of a mainstream library service (...) BI has moved to center stage as standard service.|via=}}</ref>. Library instruction pioneer Miriam Sue Dudley's library instruction materials, originally produced in 1970 for a [[Chicano]] student group at [[UCLA]], are an example of such materials now available online.<ref>{{cite web|url=https://archive.org/details/dudleylibraryworkbooks|title=Miriam Sue Dudley's Library Workbooks|accessdate=11 December 2012}}</ref>
Library instruction is evolving to adapt to the changing concepts of information use and understanding. Model programs, in order to be meaningful and effective, should respond to the changing information environment. New methods of library instruction, such as the [[Cephalonian method]], reflect changes in [[instructional technology]] and [[education theory]]. Information and communication technology literacy (ICT) and [[Information literacy|information Literacy]] is an example of a modern approach to library instruction.<ref>Kenney, A.J. (2006). The final hurdle. ''School Library Journal,52''(3),63-64.</ref>
ICT extends [[information literacy]] to the use of computer technology in a variety of forms to manipulate, deliver, and receive information and ideas. A model library instruction program utilizes complementary tools and resources to deliver memorable, interactive instruction. These resources are necessary to engage the attention of contemporary patrons immersed in a media environment.
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