(One Easy Lesson - Continued from Page 7) potentially be relevant in a library instruction session can be presented in one hour, especially if effective methods of hands-on instruction and active learning are employed in an electronic classroom. Which elements should be taught in a given session must be determined by collaboration between the library instructor and the course instructor and will depend, as noted above, on the objectives of the instructor, the level of the students, the course content, and the assignment on which the students are working. It is probably impossible to identify specific skills that every student should be able to draw from a single library instruction session. The concatenation of skills which comprise information literacy are incrementally acquired over the course of many experiences in a LaGuardia student's education. What, then, can a student expect to gain from a library instruction session? Every class provides specific, detailed, information relevant to research for the assignment at hand: useful keywords, searching tips, valuable reference sources, important Web sites. It is possible that the specifics will be useful only to that single class and only for the limited time required to complete that research project. But beyond the specifics, each student should absorb from a library instruction session a number of the general axioms of information literacy: A library is more than a repository for books and magazines (library literacy). Reference librarians are available to answer questions. No question is stupid or insignificant (library literacy). Not all information is available in the library/by computer/on the Internet (finding information, research methods, technological literacy). The fact that something is in print/a video/on the Internet does not make it true/useful/relevant (using information, critical thinking). Vocabulary research is a necessary element of research in print sources and electronic databases (finding information, communication skills). Information searching can be very time-consuming (library literacy). Experienced researchers are barely aware that they accept these axioms and that these axioms form the basis of information literacy skills, of "learning how to learn." Most LaGuardia students need explicit instructions in and continued reinforcement of these notions. Big order? Yes. In one easy lesson? No. However, one-hour library instruction sessions, carefully and individually prepared as to content by collaboration between library and course instructors, can form an important element in the process of creating graduates who have "learned how to learn." (Continued on Page 9)