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In the Spring of 2001, the Oregon State University Libraries began planning for a collaboration with the university's freshman composition program. In implementing this project, with no additional library resources, and with the majority of library faculty less experienced in working with freshman students, the coordinators of the program learned numerous lessons which highlighted both the steps needed in initiating and maintaining a new instruction program, and the functions and competencies vital to providing instructional leadership and coordination in an academic library. The following case study describes the process that the coordinators of this instruction program followed, and will discuss the important role that library instruction coordinators have to play in starting a new program of library instruction.


Academic libraries; Collaboration; Information instruction; Literacy; Undergraduates; Universities


Library and Information Science


DOI: 10.1108/00907320210451277

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