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)

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.

This article is a sketch of developments to date in the area and is, more specifically, an account of the experience of the library staff involved in Learning Support at Waterford Institute of Technology (WIT). The article examines the background to the educational experience in libraries, and major trends and resources in the area of library education. It also considers emerging strategies, making particular reference to how they are being translated into practical activities at WIT.