Dramatically increasing use of information technology and the proliferation of readily available but unfiltered information sources have led to the acceptance of information literacy-the ability to locate, evaluate, and use information in order to become an independent learner-as an essential skill. The newly adopted objectives of our General Education curriculum (Appendix 3-1) include the following:

Inquiry/Information Literacy: Students completing 60 credits at Millersville will be able to:
• generate research questions/pose problems;
• recognize when they have a need for information;
• find reliable sources;
• evaluate information found and select relevant information; and
• make effective use of information, including being able to integrate what they have learned into a final product.

Library instruction to develop information literacy has proved to be most effective when integrated into the curriculum and tailored to the subject area. Through the Library Liaison Program described above, librarians work with faculty teaching both General Education courses and courses in the major to design customized library instruction that meets student and program needs and accommodates course assignments.

Most library instruction is done in the Library Instruction Classroom, a laboratory in Ganser Library with 18 computer stations and a projection system. Students learn to do database searches, receiving guidance in developing an effective search strategy and in evaluating information retrieved.

To assess the effectiveness of our library instruction efforts, in 1998-1999, we surveyed a random sample of 1000 students, to which 315 responded. The survey asked three questions designed to measure the students' ability to formulate a research question and identify its main concepts. Over 90% percent of those receiving library instruction could do so, compared to 84% of those who had not received such instruction.