Relevant literature is filled with studies that question the effectiveness of “one shot” library instruction. Yet models such as multiple class visits, required credit courses, and embedded librarians often require a prohibitive investment of staff time. Two librarians at Portland State University will describe the efforts they have taken to sustainably improve information literacy instruction. From a “train the trainer” approach, to influencing course design, to creating learning objectives, to serving up bite‐sized chunks of instruction at students’ points of need, the potentials and pitfalls of each approach will be discussed.
