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Abstract

Background: Over the last twenty-five years the focus of public services librarianship has migrated toward teaching. Often librarians are not aware of how neighboring institutions are managing that transition. The authors report the results from a survey of information literacy instruction and IL programs in libraries at institutions belonging to the Orbis Cascade Alliance, a consortium in the northwestern United States. Methods: After a literature review and round of testing, a survey link was sent to a contact person at each institution. Results: 38 survey responses were obtained from a range of academic libraries in size and scope. Twenty-seven respondents have had an information literacy program for more than five years; four respondents had had a formal information literacy program for fewer than three years. Seven respondents reported that they did not have an IL program Conclusions: Librarians vary widely in the number of sessions they teach; one-shot sessions are still the most frequent mode of instruction; over half of Alliance libraries’ institutions have a written statement of objectives for information literacy; the use of active learning and technology is increasing; and librarians continue to struggle with student learning and instructional program assessment. (Survey appended)

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