A framework is presented for library instruction that integrates learning in the cognitive and affective domains. A study is reported that supports such a framework. Central to this instruction is the use of an overall strategy called FOCUS, FORMAT, FIND, and EVALUATE. The study compared the effects of two methods of academic library instruction on research process orientation; library anxiety; student performance on a task involving researching and compiling a bibliography, paper topic, and title; perceptions of the usefulness of the instructional sections; and attitudes about library instruction in general. The traditional instruction was research oriented and consisted of lectures and demonstrations. The cognitive-strategies instruction was process-oriented, emphasizing the research process itself rather than the use of specific sources. Subjects were 190 undergraduates in an English composition class. Pretests, posttests, and a survey with open-ended questions collected information. Results support the use of a domain-integrated process-oriented approach to academic library instruction. The cognitive strategies group showed greater improvement in research process orientation, more reduction in library anxiety, and most positive general attitudes about library instruction than did the traditional group. One table summarizes results of the study hypothesis testing. (Contains 24 references.) (SLD)