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First-year experience (FYE) programs offer librarians opportunities to teach new students in a comprehensive fashion. However, large FYE programs can place demands on user education programs that are dif ficult to meet. Instruction librarians at the University at Albany sought to address this dilemma by developing a Web-based instructional module for one class session. The module was used by a segment of students in the Project Renaissance FYE program, whereas another segment re ceived instruction by a librarian. The effectiveness of the two instruc tional methods was compared using pre-and post-tests, and was found to be equal. Analysis of the test scores also showed that instruction, regardless of format, makes a significant difference (p < .05) in the num ber of correct test answers.he User Education Program at the University Library, Univer sity at Albany, SUNY, has worked with and supported the university's curriculum in a variety of ways over the past two decades. Dur ing most of the 1980s, librarians were able to teach all students who took a required English 100 course, but when that course was eliminated during the 1987-1988 aca demic year, the program had to redefine itself and its role. The beginning of the 1990s was a time of great change in elec tronic resources. CD-ROMs were new and attractive to users, and provided a novel approach for reaching patrons. To help students learn how to use new elec tronic resources effectively, an electronic information class program was initiated, following the model developed at the University of Texas-Austin. To keep pace with the technological developments of the 1990s, these classes have coexisted with course-related instruction and have provided an opportunity to reach stu dents who did not come to the library with their classes. Although course-re

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