Mastering the Subtle Art of Library Instruction Acknowledgments: We’d like to thank our library colleagues, collaborating faculty, and the UNC Information Technology Services. Lisa Norberg (lnorberg@email.unc.edu) & Kim Vassiliadis (kimv@email.unc.edu) Faculty member are often reluctant to give up a class period for a librarian-led instruction session so at UNC-Chapel Hill we’ve found a more subtle way to imbed important instructional components into our University’s course management program. Working with the UNC Information Technology Services staff, each Blackboard course page is populated with either a custom library course page, a subject course page, or the library’s homepage. Figure 4. Database of Course Pages “ I am so impressed by your southern object papers! Terrific analysis and good use of secondary sources. thank you for such good work.” Dr. Marcie Ferris Figure 1. Embedded instruction. Figure 2. Access to primary sources. Introduction By integrating situational cues into course management course pages, we can help students recognize appropriate information resources in quickly and easily, leaving more time for analysis. Situational Cues Systematic & Collaborative Figure 3. Custom course page pulled from database. Figure 5. Default Library Homepage in Blackboard Conclusion