This review of 64 recent works concerning research in library instruction at the college level attempts to place this research in the larger context of learning outcomes and instructional approaches for undergraduates teaching in general. A live lecturer presenting subject overviews to large audiences, small student-centered discussion groups, and varied instructional media will enhance achievement levels of students being taught to use college libraries. Behavioral objectives might be used to improve achievement in library learning although it is less certain how they might improve instruction and the evaluation of learning. There is slight evidence to support inferences regarding cognitive knowledge retention, and none regarding the transfer of knowledge from use of one library tool to another. Sufficient information about the transfer of theoretical textbook knowledge to practical in-library use is also lacking. In-house media have been reported efficient only on a long term basis; therefore, library instruction programs, especially experimental ones, could benefit from use of commercially produced media for learning standard tools. (Author/MBR)