This article begins with an analysis of the Information Society, discussing its repercussions and defining the term, information literacy. It also describes the need for, as well as the creation and development of, an online information literacy tutorial, named OLAS* at Waterford Institute of Technology Libraries. OLAS follows international best practice and its overall framework is based on US, Australian and UK information literacy models, while its learning outcomes follow those produced both by CAUL and Peter Godwin, South Bank University, London. OLAS aims to introduce basic and advanced concepts of information literacy to the broadest possible range of learners both on-campus and remotely. characteristics of good library instruction form the basis of its pedagogy. OLAS is currently being piloted at WIT. It is freely available from WIT Libraries' website, apart from the integrated commercial database product to which access is contractually limited to WIT students & staff. Further development is focussed on building an improved version of the course in the WebCT virtual learning environment. The WebCT version will include more richly interactive content, will facilitate credited assessment of WIT registered students, and will address outstanding accessibility issues.*A created word, the English language pronunciation of which sounds very similar to the Irish Gaelic pronunciation of the word "eolas", meaning "knowledge" or "practical understanding" (Ó Dónaill, 1977)

PurposeTo outline the structure and development of a library‐based Virtual Learning Environment (VLE) training programme at Waterford Institute of Technology (WIT) and to describe its origins, implementations and long‐term goals. To explain why WIT Libraries was prepared to diversify from its traditional role and to take on the challenges involved in this project.Design/methodology/approachCase study report on the VLE training initiative as it has progressed at WIT. Describes WIT Libraries' experience as the main instigator of the WebCT training programme at WIT and questions whether or not this has been an effective medium for the introduction of WebCT to WIT.FindingsConcludes by stating that the Library Unit is capable of implementing a varied, diverse and successful VLE programme. Stresses the importance of the personnel involved to the success of the project to date.Research limitations/implicationsThe project is still at an early stage of development. The study provides a short‐term view of one small academic library service's experience of implementing a VLE. No full‐scale user survey has been conducted to date.Practical implicationsThis account of WIT Libraries” experience of working with a VLE is likely to be a useful source of practical information for libraries in similar positions, of similar scale, faced with similar challenges.Originality/valueOffers practical solutions for libraries in similar positions. The successful diversification of the traditional library role is likely to be of interest to all members of the library profession.

The need for Learning Support programmes in academic libraries is discussed. The development and progress of WIT Libraries programme, from its origin in 1996 to its present day initiatives, is documented. The service began on a small scale in a small library building in 1996. Today, seven years and a new library building later, the service is going from strength to strength. Advances have been made in line with learner needs and expectations and according to the goals of the Library Strategic Plan. The programme currently consists of a number of modules, including a specific programme for 1 st years, one for 2 nd to final years and tailored research sessions for postgraduates and staff. Furthermore, it incorporates a combination of modes of delivery. Face-face training is complemented by an evolved online element.