The goals and objectives of a college library instruction program should be developed jointly by library staff and composition faculty. Such a program should (1) attempt to overcome student insecurity and confusion about conducting research; (2) focus on tools and skills necessary at each university level; (3) emphasize the unique aspects of the research process, including the use and evaluation of sources and problem solving strategies; and (4) emphasize the process rather than the product. Many of these "housekeeping" areas can be taught in only one or two class periods or through a reading assignment. A guided tour or exercises in an instruction booklet or on computers or video tapes can acquaint students with the organization of the library. Composition teachers should both offer to help librarians develop materials on the writing process to accompany their library use instruction and devise ways to keep the skills needed to write a final paper methodical and minimal. Classroom time would be more productive if teachers emphasized problem solving strategies. Finally, librarians can provide students with knowledge about information roadblocks that composition teachers cannot provide because they do not know all the tools and skills of library research. (HTH)