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==History==
Library instruction "began in the nineteenth century, with instruction in library use offered by a number of libraries in the United States between 1876 and 1910, and then ramped up in the early twentieth century".<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
"Academic library instruction was for the most part dormant in the library profession from the late 1930s until the early 1960s. Some librarians were still participating in classroom instruction but the literature shows little activity on the topic.... Academic library instruction mushroomed during the 1960s and early 1970s. This resulted in the founding of the Library Orientation Exchange (LOEX), a non-profit, self-supporting educational clearinghouse, in the early 1970s. The first conference was held at Eastern Michigan in 1973 and has been held annually around the United States ever since. The LOEX borrowing collection consists of print materials such as one page handouts, bibliographies, and subject guides; instructional videos and audio tapes; and CD-ROMS. By 1999, LOEX had over 650 members in the United States, Canada, the Caribbean, Europe, Australia, Israel, Lebanon, and South Africa."<ref>{{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 bibliogaphic 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
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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==Formats==
Library instruction "occurs in various forms such as formal class settings, small group sessions, one-on-one encounters, written guides and brochures, audiovisual presentations, and computer-assisted instruction (CAI)".<ref>{{cite journal|title=The history of bibliographic instruction: Changing trends from books to the electronic world |last=Salony |first=Mary F |journal=The Reference Librarian |volume=24 |issue=51/52 |date=July 1995 |pages=31–51 |doi=10.1300/J120v24n51_06 |url=http://libsnap.dom.edu/Reserves/Removed%20Reserves/LIS764Cason/LIS764Cason_History.pdf |issn=1541-1117 |url-status=dead |
"Course-related instruction has long been viewed as one of the most effective user education methods. A complication of course-related instruction, however, is the requirement for faculty cooperation and the faculty member's authority to decide when instruction is given and who receives it. In short, librarians have limited control over course-related instruction. These forms of instruction are also very staff-intensive, and this is exacerbated by the high ratio of students to librarians that exists in most institutions".<ref>{{cite journal| last=Teifel |first=Virginia M |date=Fall 1995 |title= Library user education: Examining its past, projecting its future |journal= Library Trends |volume= 44 |issue=2 |pages= 318–338 |url=http://www.ideals.illinois.edu/bitstream/handle/2142/8026/librarytrendsv44i2h_opt.pdf?sequence=1 }}</ref>
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Another option for library instruction consists of ''one-shot'' instruction sessions. This slang term refers to "formal instruction given in a single session, as opposed to instruction extended over two or more sessions".<ref>{{cite book| chapter=one-shot | page=499 | title=Dictionary for Library and Information Science |last=Reitz |first= Joan M. |publisher= Libraries Unlimited | ___location= Westport, Connecticut | year= 2004| isbn=1-59158-075-7 }}</ref> These class meetings are often held just before a term paper is assigned, and the goal of the librarian is to orient the class to the best library sources for use in a term paper.
Library instruction can also benefit from the utilization of video games and gaming designed for information literacy. When incorporating design principles from gaming into information literacy instruction, instructional librarians can teach students how to succeed through long, complex, and difficult tasks<ref>{{Cite journal
=== Critical library instruction ===
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