Undergraduates often know little or nothing about many basic tenets of scholarly communication, including the differences between magazines and journals, and what is the peer review process and its significance. Many are unaware of intellectual property issues and copyright law, particularly as they relate to material posted on web sites, whether freely available or provided through licensed (subscription) databases. This paper describes librarians' many efforts to design and teach credit courses, design web pages of information resources, review syllabi in order to enhance them with suggested information literacy expected learning outcomes and assignments, develop online information literacy tutorials, and digital learning objects, all in collaboration with faculty, in order to address these concerns.

In Spring 2005, the UCLA Information Literacy Program charged a Task Force to investigate blended instruction options for information literacy credit courses and labs. The BICo Task Force was charged with investigating and making recommendations for a model 1-unit information literacy blended instruction course which would combine elements of in-person and online instruction. The Task Force looked into existing blended instruction courses, both for information literacy and for other disciplines, including those proposed by faculty in response to a 2004 UCLA Office of Instructional Development RFP for blended instruction courses, and made recommendations regarding expected learning outcomes, curricula, assignments and grading, instructional formats, types of technology (hardware & software) used to teach "blended courses," and assessment of effectiveness, as well as training needs.