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This paper aims to explore both instruction librarians' attitudes on teaching and how they identify themselves as teachers. Particular attention is to be paid to teaching librarians' views on the effectiveness of two types of instruction models: for‐credit courses and course‐integrated library instruction.

To investigate librarians' attitudes towards these two models, a survey was constructed targeting librarians who teach information literacy (IL).

The results indicate that there is an important relationship between the IL instruction model employed and feelings towards campus politics, perceived effectiveness of IL models, and librarians' self‐identification as teachers.

The survey was sent to list‐servs whose readership includes high percentages of teaching librarians and received 276 responses. This is by no means an exhaustive study. The research is intended to be exploratory and to delve more deeply than the past editorials and blog posts on the issue of comparing for‐credit and course‐integrated instruction.

This study can help librarians gain a better understanding of how information literacy models impact librarian perceptions of themselves and their role on campus.

The authors seek to transform a discussion that has occurred mostly informally (in blog posts, on list‐servs, and in conversations) into a formal investigation of librarians' attitudes towards the two models.

This paper aims to describe a graduate level course in information research for thesis‐based Master's degree students in the College of Agriculture, Food, and Environmental Sciences at California Polytechnic State University for which the College Librarian served as the instructor of record. It also seeks to report the results of research conducted to investigate the impact of the course and its effect on graduate student confidence and preparedness.

Questionnaires were used to measure student perception of their confidence and preparedness for graduate study and research before and after completing a for‐credit course.

Students' self‐perceived levels of confidence and preparedness increased after taking the course. Most felt the course was useful and the content would help them to complete their theses more efficiently and effectively. The majority of students also completed the administrative tasks that are required for graduate‐level study.

For‐credit, course‐based information literacy instruction is common for undergraduates at institutions throughout the US, yet similar offerings for graduate students are rare. Graduate students have specific information needs that require a particular set of skills. A for‐credit course designed to meet the needs of graduate students is an effective way to prepare students. Research conducted in conjunction with the offering of this course examines the impact on graduate students' self‐perceived confidence and preparedness.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

The findings provide information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This article presents an annotated bibliography of literature recently published on the topic of library instruction and information literacy in academic, school, public, special, and all types of libraries. Collaboration was a strong theme, especially among academic and school libraries. Other themes discussed in the articles include the globalism of information literacy, assessment, the use of course management systems, and the use and value of online tutorials.

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.

The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of this paper is to ask how the academic library may better position itself to assist with the demonstrated need for improved research ability in doctoral students. The paper examines the literature on doctoral student retention, which demonstrates problems with research self‐efficacy in students, and connects this issue to the library literature demonstrating the impact of library instruction.

The main approach is the review of the literatures in library science on the impact of instruction, and in the wider education literature on student retention and doctoral student attrition.

It was found that library instruction does demonstrably improve student research skills, and that doctoral students are generally underprepared to conduct dissertation level research. There is a case for partnering doctoral students with academic librarians to improve dissertation completion rates and lower attrition due to lack of research skill.

The paper demonstrates an obvious need for focus of library instruction on graduate students, and doctoral students in particular. The paper poses a number of research agendas that can be taken up by practitioners in the field, including various models for implementing instruction for doctoral students.

Attrition from doctoral programs has a burdensome impact on academic institutions, and has been demonstrated to have adverse social, psychological and financial impacts on the doctoral students themselves. The ability of library intervention to alleviate the problem has wide‐ranging implications.

The paper brings a wider literature base to bear on the practice of library instruction, and raises important questions relevant to librarians and graduate faculty about the value of the library to more advanced research students and the current focus of most library instruction programs at the undergraduate levels.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013.

Provides information about each source, discusses the characteristics of current scholarship and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of this study was to investigate student propensity to learn library use skills independently, as well as to determine whether learning was enhanced through the use of culturally oriented materials. Seventy‐nine participants of color were studied to measure the impact of such variables as independence, culturally centered exercises, and pass rates when using an independent study bibliographic instruction (BI) packet. All packets included the same library use concepts, half expressed as culturally centered, half as classical exercises. Of this number, 40 participants were given multicultural exercises; the other 39 were given classical examples. Within these two groups, 20 from each group were invited to use the services of a peer counselor for help with questions related to the exercises; the others were not offered this option (in order to test for independence). The opportunity to conduct this study resulted from the library's participation in the Summer Enrichment Program (SEP).

The following is an annotated list of materials that discuss the ways in which librarians can provide library users with orientation to facilities and services, and instruct them in library information and computer skills. This is RSR's 11th annual review of this literature, and covers publications from 1984. A few items from 1983 have been included because of their significance, and because they were not available for review last year. Several items were not annotated because the compiler was unable to secure them.