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In this study, the Brown-Daniel Library located at Tennessee State University (TSU) provided information literacy/bibliographic instruction (IL/BI) to six selected English 1010 classes with a total of 119 students in the spring semester of 2010. Students were administered an online pretest prior to the instructor’s presentation, and administered the same test as a posttest following the lecture. All classes were held on days that allotted one hour and twenty minutes which gave the library faculty time to administer both tests. Students were also asked to evaluate instruction using a Likert-style measure called Library Orientation Survey. All results were electronically submitted to the investigators for analyses.