Krishna Subramanyam arranged scientific and technical literature in a circular model in the 1970s. As a pedagogical construct, the circle con ceptualizes the processes of producing and consuming information. Al though more than twenty years old, the model is still valid. Can it be adapted to help undergraduate students of today's information literacy curriculum understand the structure of the information they need to be able to use to succeed as students and as professionals? This paper presents the model, the revision, and its application to the information literacy curriculum for engineering and technology students. In this model, information produced as part of the re search and development process devel ops clockwise around the circle. Indi viduals move counterclockwise around the same circle to consume information products or to conduct research. This fea ture makes it ideal to use in designing information literacy instruction. Subramanyam's model has been used by science and engineering librarians to provide a framework for designing bib liographic instruction for years. Al though the book and the encyclopedia articles it sprang from have been widely cited, no one has revisited the model or described its use or application to bib liographic instruction. This paper describes the original model and the revision used as a model for undergraduate instruction for engi neering technology students. It addresses the importance of fitting the instruction to the audience and the adaptability of the model itself.There are other models of the literature of science and technology (for example, those presented by R. T. Bottle, Brian Vickery, and William D. Garvey), but these linear models are not as useful as Subramanyam's circular model.

N ever before had I asked a student to cite an emoticon. In traditional classroom instruction, it is unlikely that this would come up at all. However, in an asynchro nous course, you never know where an online threaded discussion on citation for mats will lead.As library educators, we have the oppor tunity to have an impact on a student's chances for success in locating and manag ing information. We must draw upon the stu dents' familiarity with new technologies and teach them how to effectively articulate their information need, identify appropriate re sources, evaluate what has been retrieved, and redirect their continued searching. The challenge that confronts us is compounded by the fact that many students enter the li brary only through a virtual door.In recognition of the shifting paradigm in volving information and new technologies, Purdue University's Electrical Engineering Technology (EET) program asked the Purdue Libraries to develop a credit course that would teach the students how to effectively locate, evaluate, and present inform ation. The course. Information Strategies, has been a required course in EET was designed and taught by the libraries' faculty since 1993. It has subsequently been adapted to other dis ciplines, as well.As evolution of new technologies contin ued, course instructors proposed the devel hav opment of an asynchronous version of this course to the Indiana Higher Education Tele e communications System (IHETS). The devel opment grant was awarded and the first Webbased version of this course was offered Spring 1999.The purpose of the IHETS course devel opment grant was to "enhance and convert [the Information Strategies course] to a digi tal format, which will allow asynchronous statewide access.'' In July 1998, the investi gators, Professors Sheila Curl, Leslie Reynolds, Brent Mai, and Alexius Smith, began adapt ing the traditional course for delivery over the Internet.

When teaching an electrical engineering technology course in the virtual classroom, instructional challenges are magnified in both course development and course delivery. Among these challenges are learning course management software, maximizing student motivation, enabling group learning and communication, and ensuring clarity of instructional materials and assignments. Although difficulties with many of the issues were anticipated during initial course development, experiencing them first-hand enabled us to identify their resolutions. Technology is developing at a rapid pace. In order to keep up with all the challenges these developments impose, it is essential that educators not only learn from their own mistakes, but that they share those experiences with colleagues and together advance the field of teaching. We will address problems encountered by both instructors and students and discuss how we improved our course delivery for subsequent semesters. "As this century comes to an end…the defining characteristic of the current wave of technology is the role of information."