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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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.

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