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This paper outlines the benefits to be gained from applying e‐learning approaches to information literacy activity in university libraries. While openly championing the advantages of e‐learning, the disadvantages of e‐learning are also clearly set out, and ways of dealing with these disadvantages suggested. A practical example of an e‐learning package for the promotion of information literacy is analysed and conclusions are drawn.

To describe a Swiss Virtual Campus project in which an internet‐based computer‐assisted learning (CAL) package for students in economics and in dentistry was developed.

A case study account of a CAL package implementation against a rigorous and well‐thought‐through pedagogic framework.

The paper shows that it is possible to use a CAL package effectively to promote information literacy both on campus and to a distance learning community of students as an accredited form of learning activity, thus showing how e‐learning is suitable for the promotion of information literacy both to full‐time students and to those engaged in lifelong learning in the context of professional practice.

The case study approach gives a useful structured account of the development process of a library CAL package, with implications for the application of well‐developed pedagogic models in other e‐learning contexts.

The paper offers a clear model for the successful implementation of e‐learning models in information literacy practice.

The paper establishes the value of having a clearly developed pedagogical framework together with sophisticated technical e‐learning platforms as practical means of effectively promoting and enhancing student use of information resources across a virtual campus.