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==History==
Library instruction began in the nineteenth century in the United States.<ref>{{cite book|chapter= Information Literacy Instruction |page=2429 |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 1880, Justin Winsor, president of the American Library Association (ALA), redefined the role of the librarian as also a teacher.<ref>{{Cite book|url=https://catalog.hathitrust.org/Record/000962181|title=College libraries as aids to instruction|last=Robinson|first=Otis H.|last2=Winsor|first2=Justin|publisher=Govt. Print. Off.|year=1880|quote=The librarian becomes a teacher (...) to make the library the grand rendezvous of the college for teacher and pupil alike.}}</ref> In a 1912 ALA survey, 57% of respondents offered required or elective library instruction courses.<ref>{{cite journal| title=User education in academic libraries: A century in retrospect| last=Tucker |first=John Mark |journal= Library Trends |year=1980 |volume=28 |pages=9–27 | url= http://www.ideals.illinois.edu/bitstream/handle/2142/7115/librarytrendsv29i1c_opt.pdf?sequence=1}}</ref> There was little academic interest in the subject until the 1960s and early 1970s, whichwhen interest blossomed.<ref name=":0" /> During this time, library instruction had solidified into a system where librarians would teach their patrons not only how to locate information in a physical library, but how to interact with the material, how to learn it, and how to apply those skills to their everyday lives. <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> The newfound rise in the popularity of library sciences precipitated the creation of the Library Orientation Exchange (LOEX), "a non-profit, self-supporting educational clearinghouse". With its collection of print and digital materials, the organization had over 650 members in North America, Europe, Africa, and the Middle East in 1999.<ref name=":0">{{cite journal | last=Lorenzen |first= Michael |year= 2001 |title= A Brief History of Library Instruction in the United States of America| journal= Illinois Libraries |volume=83 |issue=2 |pages=8–18 |url=http://www.libraryinstruction.com/lihistory.html}}</ref>
"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|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.}}</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) 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>
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