• ver the years, librarians have provided a variety of different types of library instruction. This study is based on the hypothesis that, although most literature suggests that some form of library instruction is necessary, most librarians don't have the skills needed to provide this instruction effectively. More and more positions in academic libraries require experience in, or the ability to provide, bibliographic instruction (BI). This article examines what skills BI librarians thought they needed to provide BI and to manage BI programs. It then examines what skills BI librarians thought they had, how they had acquired them, and how they thought they could best have acquired them. REVIEW OF RELATED RESEARCHRobert E. Brundin noted that, in 1975, only four library schools had special programs to educate librarians to teach library skills.1 Brundin found the major reason for the lack of programs was that learning theory and teaching methods are not ordinarily part of library school courses. In 1980, Maureen Pastine and Karen Seibert reported that eleven of the sixty-seven library schools accredited by the American Library Association offered a separate course in bibliographic instruction (BI).

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Close collaboration between faculty and librarians yields a seamless blend of core subject information and information seeking=evaluation skills. This article examines how collaboration and the integration of information literacy skills into an undergraduate global housing unit affects the ability of students to locate and evaluate materials for a global housing unit comparing housing in five countries with that of housing in the United States. Through use of ACRL Information Literacy Standards and the cognitive dimension process of the revised Bloom's taxonomy, the librarian and the faculty member collaborated to present a small group process incorporating several learning techniques in a seamless learning unit.

Experts in the management of and planning for networks, agree that library networking is moving from traditional bibliographic networks to broad information delivery and access support systems, and from a national to a global focus. Because of this transition, library professionals face major challenges in the 21st century. Funded by a grant from the U.S. Department of Education, the institute is tuition-free, with lodg ing and meals at Rosary College provided from Sunday evening, May 14, through Friday after noon, May 19. However, participation is limited to 75 library professionals with relevant networking experience. The selection committee is chaired by

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