Examples of three models for individualizing instruction of library students are presented, i.e., Diagnostic Prescriptive Teaching (DPT), Modularized Instruction, and Nonformal Basic Program. The focus of DPT is on general reference tools and subject reference works in science and technology. The model includes four behavioral objectives, a diagnostic test used to determine students' areas of weakness, activities or prescriptions to be assigned to correct the weaknesses identified by diagnosis, and a criterion test to ensure that objectives have been met. A check sheet is included to keep records of each student's progress. Modularized Instruction is designed to introduce the student to medical terminology, including the origins of medical vocabulary, often-used prefixes and suffixes, and principal medical abbreviations. For each of these three objectives a pretest, enabling activities, and a posttest are given. The Nonformal Basic Program teaches conservation of library materials using an eclectic approach. The model comprises four behavioral and three experience-related objectives: selection of needed materials, teacher-made and student-made assignments, sample form for recording student proposal, follow-up activities, and procedures for the monitoring and self-evaluation of the finished product. (ESR)