Purpose -The purpose of this paper is to describe the pilot information literacy programme for undergraduate nursing students as recently developed at Waterford Institute of Technology (WIT) libraries. The paper outlines the background to the programme, discusses its design and delivery and summarises participating students' initial response to it. Design/methodology/approach -This paper takes a broadly practical, case study approach in terms of recounting experiences of designing and delivering a dedicated information literacy programme for undergraduate nursing students at WIT. Findings -Although the project is still at an early or pilot stage, the feedback from the undergraduate students who attended training is very positive. The fact that the programme was so well received in its first year of operation is encouraging and inspiring, going forward. Practical implications -The paper should be of interest to anyone involved in developing information literacy programmes or in the supply of information to nursing students. Originality/value -This paper is likely to be of practical interest to academic librarians, who are looking for a fresh approach to information literacy training for undergraduate nursing students at third level institutions of similar scale and size to WIT.

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)

Purpose -To describe the challenges involved in developing and delivering a pilot library skills course to a group of international bridging studies students from China and Pakistan. To provide guidelines for other libraries who may be faced with similar challenges. Design/methodology/approach -The paper documents the development and delivery of a pilot course for international students. The course described formed part of an accredited Critical Thinking & Research Skills module. The challenges of the project are described and a number of recommendations for its future development are outlined. Findings -The project underlined the challenges involved in teaching library skills to international students. The main barrier that emerged throughout the course related to communication difficulties. Language levels amongst the group were poorer than anticipated. The group did display excellent IT skills, however, and enjoyed class work that actively engaged them in the learning process.Research limitations/implications -The project is still at a pilot stage of development. The paper provides a short-term view of one small academic library's experience of working with international students. No full-scale student survey has been conducted to date. Practical implications -This account of WIT Libraries experience of developing and delivering an accredited information skills course for the bridging studies group is likely to be a useful source of practical information for libraries in similar positions, of similar scale, faced with similar challenges. Originality/value -Offers 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.

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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.