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Much has been written about the current state library instruction, so much so that to say something genuinely unique has become nearly impossible. However, for those seeking to make substantive change to their library's instruction, Markgraf, Hinnant, Jennings, and Kishel offer a model with which to begin, if not wholly adopt, and provide detailed discussions about the process that will prove useful in avoiding at least some of the challenges that they themselves encountered

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