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For individuals and organizations who seek grant money, this guide details major information resources useful to identifying sources of financial sponsorship. It covers grants made by government agencies, by private foundations, and by business and industrial concerns, and should be of interest to persons seeking financial support for organizational or community projects, or individual scholarly endeavors. Excluded from this guide are general materials that review the history of charitable giving, or the role of philanthropy in society, as well as information sources devoted exclusively to scholarships and loans for undergraduate education.

As increasingly rich Web resources become available across all disciplines and occupational programs, the question is not whether but how to best integrate them into our instructional efforts. One approach is for librarians to form partnerships with classroom faculty to create course‐related instructional exercises that include Internet resources. Librarians always have occupied a critical intersection point between the user with information needs and the worlds of resources available. What has changed recently is both magnitude and complexity. Web‐based exercises provide a means to re‐mold course‐related instruction once again to respond to newly emerging needs and contingencies.

The following is an annotated list of materials that discuss the ways in which librarians can provide library users with orientation to facilities and services, and instruct them in library information and computer skills. This is RSR's 11th annual review of this literature, and covers publications from 1984. A few items from 1983 have been included because of their significance, and because they were not available for review last year. Several items were not annotated because the compiler was unable to secure them.

On April 2, 1987, IBM unveiled a series of long‐awaited new hardware and software products. The new computer line, dubbed the Personal Systems 30, 50, 60, and 80, seems destined to replace the XT and AT models that are the mainstay of the firm's current personal computer offerings. The numerous changes in hardware and software, while representing improvements on previous IBM technology, will require users purchasing additional computers to make difficult choices as to which of the two IBM architectures to adopt.

Conducting research in an academic library requires more time and tenacity than many people have. Keith J. Stanger suggests ways to rectify this problem.

The following annotated list of materials on providing library orientation to users and instructing them in library and information skills is the tenth annual review of this literature and covers publications from 1983. A few items have not been annotated because the compiler was unable to secure a copy of these items.

The following annotated bibliography of materials on orienting users to libraries and on instructing them in the use of reference and other resources covers publications from 1981. A few items from 1980 have been included because information about them was not available in time for the 1980 listing. A few items have not been annotated because the compiler was unable to secure copies of these items.

The following is an annotated bibliography of materials published in 1977 on orienting users to the library and on instructing them in the use of reference and other resources. A few entries have a 1976 publication date and are included because information about them was not available in time for the 1976 review. Also some entries are not annotated because the compiler was unable to secure a copy of the information.

The following annotated list of materials on instructing users in library and information skills covers publications from 1982. A few items have not been annotated because the compiler was unable to secure copies of these items.

The aim of this paper is to present the Information Literacy Instruction Assessment Cycle (ILIAC), to describe the seven stages of the ILIAC, and to offer an extended example that demonstrates how the ILIAC increases librarian instructional abilities and improves student information literacy skills.

Employing survey design methodology, the researcher and participants use a rubric to code artifacts of student learning into pre‐set rubric categories. These categories are assigned point values and statistically analyzed to evaluate students and examine interrater reliability and validity.

By engaging in the ILIAC, librarians gain important data about the information behavior of students and a greater understanding of student strengths and weaknesses. The ILIAC encourages librarians to articulate learning outcomes clearly, analyze them meaningfully, celebrate learning achievements, and diagnose problem areas. In short, the ILIAC results in improved student learning and increased librarian instructional skills. In this study, the ILIAC improves students' ability to evaluate web sites for authority.

The research focuses on librarians, instructors, and students at one institution. As a result, specific findings are not necessarily generalizable to those at other universities.

Academic librarians throughout higher education struggle to demonstrate the impact of information literacy instruction on student learning and development. The ILIAC provides a much needed conceptual framework to guide information literacy assessment efforts.

The paper applies the assessment cycle and “assessment for learning” theory to information literacy instruction. The ILIAC provides a model for future information literacy assessment projects. It also enables librarians to demonstrate, document, and increase the impact of information literacy instruction on student learning and development.