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This article argues for the incorporation of library instruction into research methods courses to foster information literacy skills important to disciplinary specialization. The evidence in support emerges from a collaborative teaching and assessment project conducted by a research methods instructor and a faculty instructional librarian. The project evaluated the effectiveness of library instruction in two ways: One, essays in which students described their research process before and after library instruction were evaluated qualitatively for dominant themes. Two, students' postinstruction literature review projects were assessed using a rubric to determine the degree to which students met learning outcomes. These assessments indicate that library instruction led to several positive outcomes. In the essays, many students described increases in skills and confidence as well as appreciation for the new research tools introduced. In sampled literature review assignments, students demonstrated skills that met or exceeded expectations.

Spirituality, reflection, community, and cura personalis are not terms generally associated with library instruction, but they are commonly found in discussions of Jesuit education. In order to develop a library instruction course for online graduate students, 2 librarians at Gonzaga University were required to take the Competency Assessment in Distributed Education Course Design Workshop developed by JesuitNET. Completion of the course portfolio involved thinking about desired competencies and evidence of student mastery, as well as reflecting on how the library course would adhere to themes of Jesuit pedagogy. Throughout the development of the research primer course, the efforts to unite spiritual contemplation and material content offered unusual challenges as did the demons of managing workload issues and dealing with academic protocol. KEYWORDS academic libraries, distance education, library orientation, Web-based instruction DOI: 10.1080/01930826.2010.488959

The article presents an account of a teaching trip undertaken by the authors in Canada. The user groups selected by the authors in the teaching initiative include those students who are physically very distant from campus, adult online students and sometimes younger on-campus students who don't use library, and students who don't use computers or the Internet on a regular basis. The authors claim that their teaching trip to Canada have been their most successful library outreach program.

The article discusses the importance of one-on-one service in libraries, focusing on the experiences of three librarians at the Foley Center Library at Gonzaga University, including Kelly Jenks, Theresa Kappus, and Adrian Pauw. The pros and cons of individual appointments with students are discussed, such as positive interaction between librarians and patrons, improvement of collection development, and the appointments' propensity for being time consuming.