The effectiveness of individual and group-administered library instruction using two presentation formats (slide-tape and programmed self-instruction) was tested using 39 randomly-selected high school students enrolled in average-ability sophomore English classes. Following a classroom unit introduction by the librarian for both groups, one group viewed a slide-tape introduction and was given the posttest. The second group worked individually with a programmed manual and instruction booklet and took a self-paced library tour followed by the posttest. Both groups then individually completed a programmed manual and instruction booklet on the use of the card catalog and the Readers Guide. Results showed no superiority for either the programmed instruction or slide-tape for library orientation, although the group which received only programmed instruction showed greater achievement in test scores following the second programmed instruction than those who learned initially through the slide-tape. A 29-item bibliography and the instructional materials used in the study are included. (LMM)